Direitos da criança: dizeres e sentires infantis e docentes sobre o que é ser criança no contexto educativo
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Data
2019-02-28
Autores
Seribelli, Vanessa Helena [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia “Julio de Mesquita Filho” – Universidade Estadual Paulista - UNESP, campus de Presidente Prudente e está vinculada à linha de pesquisa Processos Formativos, Infância e Juventude. O estudo foi realizado em uma escola pública do município de Presidente Prudente – São Paulo em duas salas de Pré II, tendo como sujeitos da investigação, duas professoras de educação infantil e cinquenta e três crianças com idade de cinco anos. Contou com o financiamento da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). A partir de observações realizadas enquanto professora da escola investigada, me questionava se o contexto educativo considerava as crianças como seres em devir, receptores da cultura adulta e por isso indivíduos que só são considerados como cidadãos quando deixam de habitar a infância, adultos em miniatura, tábulas rasas que necessitam ser preenchidas com a cultura escolar, ou se as consideravam como sujeitos de direitos, ouvindo e fazendo valer suas vozes por meio de contextos de participação. Estas inquietações, constituíram-se em meu problema de pesquisa. Sendo assim me propus a realizar um estudo em que as crianças fossem os principais sujeitos, possibilitando meios para que elas pudessem manifestar suas concepções. O principal objetivo, foi analisar as concepções das crianças e professoras sobre o que é ser criança, na tentativa de compreender se os direitos infantis são garantidos ou negados no contexto educativo. Para isso, a metodologia utilizada foi a pesquisa qualitativa do tipo etnográfica. As técnicas elaboradas para a coleta de dados com as professoras foram, o questionário, a observação e a entrevista semiestruturada. Com as crianças, lancei mão da observação, produção de desenhos comentados, rodas de conversa e histórias para completar. A pesquisa teve respaldo teórico na Sociologia da Infância em diálogo com a abordagem de Reggio Emilia. Os resultados foram categorizados e apontaram a necessidade de se pensar em práticas educativas que respeitem as especificidades da infância, garantindo que as crianças sejam ouvidas, que possam participar das tomadas de decisões no contexto educativo, que desfrutem da ludicidade, autonomia e criatividade, e que, como sujeitos de direitos, tenham garantido, o direito a ser criança, para isso, é preciso que se pense na problemática da formação docente, haja vista que a maior parte dos dilemas encontrados no tocante à educação infantil, são resultados da má formação de professores que trabalham com crianças de 0 à 6 anos.
This research was developed in conjunction with the Graduate Program in Education of the "Julio de Mesquita Filho" Science and Technology Faculty - Universidade Estadual Paulista - UNESP, Campus of Presidente Prudente and is linked to the Research Learning Processes, Childhood and Youth research line. The study was carried out in a public school in Presidente Prudente - São Paulo in two kindergarten groups, having as subjects of investigation, two nursery school teachers and fifty-three children aged five years. It was funded by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). From observations made as a teacher of the school investigated, I questioned if the educational context considered children as beings in becoming, recipients of adult culture and therefore individuals who are only considered as citizens when they cease to inhabit childhood, miniature adults, shallow tables that need to be filled with the school culture, or if they considered them as subjects of rights, listening and asserting their voices through contexts of participation. These concerns were my research problem. Thus, I set out to carry out a study in which children were the main subjects, enabling them to express their conceptions. The main objective was to analyze the conceptions of the children and teachers about what it is to be a child, in an attempt to understand if children's rights are guaranteed or denied in the educational context. For this, the methodology used was the qualitative research of the ethnographic type. The techniques developed for the data collection with the teachers were, the questionnaire, the observation and the semistructured interview. With the children, I made use of observation, production of commented drawings, talk wheels and stories to complete. The research had theoretical support in the Sociology of Childhood in dialogue with the Reggio Emilia approach. The results were categorized and pointed out the need to think about educational practices that respect the specificities of childhood, ensuring that children are heard, that they can participate in decision-making in the educational context, that they enjoy playfulness, autonomy and creativity, and that , as subjects of rights, have guaranteed the right to be a child, for this, it is necessary to think about the problem of teacher education, given that most of the dilemmas encountered in relation to child education are the result of poor teachers working with children from 0 to 6 years old.
This research was developed in conjunction with the Graduate Program in Education of the "Julio de Mesquita Filho" Science and Technology Faculty - Universidade Estadual Paulista - UNESP, Campus of Presidente Prudente and is linked to the Research Learning Processes, Childhood and Youth research line. The study was carried out in a public school in Presidente Prudente - São Paulo in two kindergarten groups, having as subjects of investigation, two nursery school teachers and fifty-three children aged five years. It was funded by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). From observations made as a teacher of the school investigated, I questioned if the educational context considered children as beings in becoming, recipients of adult culture and therefore individuals who are only considered as citizens when they cease to inhabit childhood, miniature adults, shallow tables that need to be filled with the school culture, or if they considered them as subjects of rights, listening and asserting their voices through contexts of participation. These concerns were my research problem. Thus, I set out to carry out a study in which children were the main subjects, enabling them to express their conceptions. The main objective was to analyze the conceptions of the children and teachers about what it is to be a child, in an attempt to understand if children's rights are guaranteed or denied in the educational context. For this, the methodology used was the qualitative research of the ethnographic type. The techniques developed for the data collection with the teachers were, the questionnaire, the observation and the semistructured interview. With the children, I made use of observation, production of commented drawings, talk wheels and stories to complete. The research had theoretical support in the Sociology of Childhood in dialogue with the Reggio Emilia approach. The results were categorized and pointed out the need to think about educational practices that respect the specificities of childhood, ensuring that children are heard, that they can participate in decision-making in the educational context, that they enjoy playfulness, autonomy and creativity, and that , as subjects of rights, have guaranteed the right to be a child, for this, it is necessary to think about the problem of teacher education, given that most of the dilemmas encountered in relation to child education are the result of poor teachers working with children from 0 to 6 years old.
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Palavras-chave
Infância, Criança, Pesquisa com crianças, Vozes das crianças, Direitos infantis, Childhood, Kid, Research with children, Voices of children, Child rights