FREINET PEDAGOGY AND THE SCHOOL IN THE 21ST CENTURY: HUMANIZADORAS PERSPECTIVES FOR THE PEDAGOGICAL WORK

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dc.contributor.authorRibeiro da Silva, Ana Laura
dc.contributor.authorLima, Elieuza Aparecida de [UNESP]
dc.contributor.authorValiengo, Amanda
dc.contributor.institutionUniv Metropolitana Santos UNIMES
dc.contributor.institutionEduc Infantil Rede Municipal Cubatao SP
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.contributor.institutionUniversidade Federal de Sergipe (UFS)
dc.date.accessioned2018-11-26T15:45:02Z
dc.date.available2018-11-26T15:45:02Z
dc.date.issued2017-01-01
dc.description.abstractThis article aims to discuss the principles and techniques of teaching organized, developed and socialized by Freinet (1976), to reflect on how Pedagogy thought by this scholar is a source of active participation of adults (teachers) and children in the school environment, Since Early Childhood Education. The discussion is based on studies carried out in a doctoral thesis (SILVA, 2016). In this exhibition, we bring to the analysis some experiences of the researcher teacher with children of two classes of Early Childhood Education, some Freinet techniques: Wheel of Conversation, Aula promenade, Jornal de pared, Libro da vida. The data was generated by active participation, observation and registration of educational practice. The results of the research indicate that the experience of the Freinet techniques can reflect in a planning motivating the encounter of the children with the objects of culture and with other people reflecting in this way a more complete and harmonious development in childhood.en
dc.description.affiliationUniv Metropolitana Santos UNIMES, Cursos Grad Posgrad Nucleo Educ Distancia, Santos, SP, Brazil
dc.description.affiliationEduc Infantil Rede Municipal Cubatao SP, Sao Paulo, Brazil
dc.description.affiliationUniv Estadual Paulista, Fac Filosofia & Ciencias, Dept Didat, Campus Marilia, Marilia, SP, Brazil
dc.description.affiliationUniv Estadual Paulista, Fac Filosofia & Ciencias, Programa Posgrad, Campus Marilia, Marilia, SP, Brazil
dc.description.affiliationUniv Fed Sao Joao Del Rei UFSJ, Dept Ciencias Educ, Sao Joao Del Rei, MG, Brazil
dc.description.affiliationUnespUniv Estadual Paulista, Fac Filosofia & Ciencias, Dept Didat, Campus Marilia, Marilia, SP, Brazil
dc.description.affiliationUnespUniv Estadual Paulista, Fac Filosofia & Ciencias, Programa Posgrad, Campus Marilia, Marilia, SP, Brazil
dc.format.extent669-687
dc.identifierhttp://dx.doi.org/10.21723/riaee.v12.n.esp.1.2017.9632
dc.identifier.citationRevista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 12, p. 669-687, 2017.
dc.identifier.doi10.21723/riaee.v12.n.esp.1.2017.9632
dc.identifier.issn2446-8606
dc.identifier.urihttp://hdl.handle.net/11449/159731
dc.identifier.wosWOS:000410635100014
dc.language.isopor
dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
dc.relation.ispartofRevista Ibero-americana De Estudos Em Educacao
dc.rights.accessRightsAcesso restrito
dc.sourceWeb of Science
dc.subjectFreinet Techniques
dc.subjectChild education
dc.subjectHistorical-Cultural Theory
dc.subjectChild activity and participation
dc.titleFREINET PEDAGOGY AND THE SCHOOL IN THE 21ST CENTURY: HUMANIZADORAS PERSPECTIVES FOR THE PEDAGOGICAL WORKen
dc.typeArtigo
dcterms.rightsHolderUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis

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