Relatos e caminhos de infâncias e experiências: as crianças e as telas na Educação infantil
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Data
2022-01-31
Autores
Prado, Ana Lucia Penteado Brandão
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta é uma pesquisa que transita entre infâncias, educação e meios de comunicação midiáticos com o objetivo de encontrar formas de pensar sobre as crianças e suas relações com as telas digitais. Como sustentação teórica traz estudiosos que falam sobre o nascimento e a morte da infância, a pedagogização que se dá a partir da educação, e como áreas da comunicação propõem uma educação das crianças para que estas possam estar frente às telas com autonomia e mais segurança. Para compor com este referencial teórico e dar movimento à pesquisa, trago diálogos, imagens e vídeos produzidos pelas crianças. A pesquisa de campo aconteceu na Escola Municipal Antonio Boldrin, em Piracicaba interior de São Paulo, durante todo o segundo semestre de 2019. Nesses encontros partimos da Pesquisa como Experiência para entregar câmeras fotográficas, filmadoras e tabletes à crianças do último ciclo da Educação Infantil, que tinham entre 4 e 5 anos, e com poucas explicações as convidarmos a registrar com vídeos e fotos o seu entorno. Entre as produções midiáticas das crianças, as experiências dadas a partir dos encontros e as muitas conversas no chão da escola, deu-se uma narrativa que pretende nos ajudar a pensar sobre as fissuras produzidas pelas crianças quando também estão frente às telas. Como um trabalho que caminha sem encontrar um ponto final, o que se nesta dissertação foi um caminho que segue como um rizoma arrastando a pesquisadora com mais perguntas em direção a outras pesquisas e outros encontros e outras experiências e outras infâncias.
It is a research that moves between childhood, education and the media aiming at finding ways of thinking about children and their relationship with digital screens. As a theoretical framework, it brings scholars who study the birth and death of childhood, the pedagogization that takes place from education and studies in the field of communication that propose an education so that children can face the screens with autonomy and more safety. To compose with this theoretical framework and give movement to the research, dialogues, images and videos produced by children are presented. The field research was inspired by the idea of research as an experience and took place in meetings with children attending the last cycle of Early Childhood Education at the City School Antonio Boldrin, in Piracicaba, interior of São Paulo, throughout the second half of 2019. They were four and five years old. At these meetings, they received tablets, cameras for photos and videos and were invited to register their surroundings. Between the children media productions, the experiences lived in the meetings and the countless conversations on the school floor, we created a narrative that aims to help us think about the cracks produced by children when they are also in front of the screen. As a work that walks without finding an end, what happened at the end of this dissertation was a path that follows like a rhizome dragging the researcher with more questions towards other researches and other encounters and other experiences and other childhoods.
It is a research that moves between childhood, education and the media aiming at finding ways of thinking about children and their relationship with digital screens. As a theoretical framework, it brings scholars who study the birth and death of childhood, the pedagogization that takes place from education and studies in the field of communication that propose an education so that children can face the screens with autonomy and more safety. To compose with this theoretical framework and give movement to the research, dialogues, images and videos produced by children are presented. The field research was inspired by the idea of research as an experience and took place in meetings with children attending the last cycle of Early Childhood Education at the City School Antonio Boldrin, in Piracicaba, interior of São Paulo, throughout the second half of 2019. They were four and five years old. At these meetings, they received tablets, cameras for photos and videos and were invited to register their surroundings. Between the children media productions, the experiences lived in the meetings and the countless conversations on the school floor, we created a narrative that aims to help us think about the cracks produced by children when they are also in front of the screen. As a work that walks without finding an end, what happened at the end of this dissertation was a path that follows like a rhizome dragging the researcher with more questions towards other researches and other encounters and other experiences and other childhoods.
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Palavras-chave
Pesquisa experiência, Infância, Mídias, Educação, Educação midiática, Experience research, Childhood, Education, Media, Media education