Processo de formação de autoria em crianças quando criam contos
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Data
2019-12-11
Autores
Cunha, Neire Márcia da [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Fundamentado nos estudos de Bakhtin, Volóchinov, Medviédev, Vigotski, Leontiev, Elkonin, Davidov, Davidov e Márkova, Jolibert e Miller o estudo teve como objetivo compreender o processo de formação de autoria em crianças quando criam contos. A pesquisa de natureza dialógica (Bakhtin; Volóchinov) foi realizada em uma escola pública de Uberaba, Minas Gerais, com nove crianças de nove e dez anos, do Tempo Integral, durante sete meses, no ano de 2017. A metodologia utilizada na geração de dados foi o experimento educativo dialógico e concretizou-se em três etapas: observação in loco das crianças, o desenvolvimento do Plano de unidade didática (Libâneo e Freitas) e a entrega do livro produzido por elas. O projeto de aprendizagem foi denominado pelas crianças de Contos imaginários e histórias reais, o mesmo nome do livro no qual registraram suas criações literárias. Os instrumentos de coleta dos dados foram as filmagens, as gravações de áudios, as fotos, os jogos e os discursos orais e escritos. Os dados foram organizados em pastas, no caderno de registro da pesquisadora, e depois transcritos. A apresentação e a análise foram organizadas em cinco núcleos temáticos: Jogos limítrofes: atividade da imaginação criadora; criação literária: desenvolvimento da imaginação criadora; autoria: tessitura do signo ideológico; autoria: responsividade e responsabilidade; e autoria: traços de singularidade. A análise baseada em Geraldi, Jakubinskij, Brait, Faraco, Duarte, Zilberman, além dos autores já citados, possibilitou as seguintes conclusões: a organização do ensino criou condições para que as crianças atribuíssem sentido às tarefas propostas, de modo que elas se constituíssem em uma atividade de estudo. Os estudos epilinguísticos, os intercâmbios verbais e os atos de criação literária promoveram a apropriação e a objetivação dos atos de linguagem e viabilização de novas instâncias de criação. Os intercâmbios literários possibilitaram às crianças a experiência da alteridade. A tese evidenciou, portanto, que, ao colocar as crianças em atividade, segundo o conceito do russo Leontiev, e estabelecendo condições para considerar o nível de seu desenvolvimento, privilegiar as situação de interação verbal, dar voz às crianças, organizar o ensino de acordo com seus motivos e necessidades, a partir da linha de maior esforço no seu processo de aprendizagem, é possível formar e desenvolver a autoria nas crianças quando criam contos, de maneira que desenvolvam traços de autoria já nos anos iniciais do Ensino Fundamental.
Based on the studies of Bakhtin, Volochinov, Medvedev, Vigotski, Leontiev, Elkonin, Davidov, Davidov and Márkova, Jolibert and Miller, the study aimed to understand the process of author formation in children when they create tales. The dialogical research (Bakhtin; Volóchinov) was carried out in a public school in Uberaba, Minas Gerais, with nine nine- and ten-year-old full-time children for seven months in 2017. The methodology used to generate the data was the educational-dialogical experiment and was implemented in three stages: on-site observation of the children, the development of the didactic unit plan (Libiliar and Freitas) and the delivery of the book produced by them. The learning project was called by the children Imaginary Tales and Real Stories, the same name as the book in which they recorded their literary creations. The data collection instruments were filming, audio recordings, photos, games and oral and written speeches. Data were organized in folders, in the researcher's notebook, and then transcribed. The presentation and analysis were organized in five thematic nuclei: Border games: activity of the creative imagination; literary creation: activity of the creative imagination; authorship: tessitura of the ideological sign; authorship: responsiveness and responsibility; and authorship: singularity traits. The analysis based on Geraldi, Jakubinskij, Brait, Faraco, Duarte, Zilberman, besides the authors already mentioned, made possible the following conclusions: the organization of the teaching created conditions for the children to give meaning to the proposed tasks, so that they were constituted in a study activity. Epilinguistic studies, verbal exchanges and acts of literary creation promoted the appropriation and objectification of acts of language and the viability of new instances of creation. Literary exchanges enabled children to experience otherness. Therefore, the thesis evidenced that, by putting the children in activity, according to the Russian concept of Leontiev, and establishing conditions to consider the level of their development, to privilege the situations of verbal interaction, to give voice to the children, to organize the teaching according to With their motives and needs, from the line of greatest effort in their learning process, it is possible to form and develop authorship in children when they create tales, so that they develop traces of authorship in the early years of Elementary School.
Based on the studies of Bakhtin, Volochinov, Medvedev, Vigotski, Leontiev, Elkonin, Davidov, Davidov and Márkova, Jolibert and Miller, the study aimed to understand the process of author formation in children when they create tales. The dialogical research (Bakhtin; Volóchinov) was carried out in a public school in Uberaba, Minas Gerais, with nine nine- and ten-year-old full-time children for seven months in 2017. The methodology used to generate the data was the educational-dialogical experiment and was implemented in three stages: on-site observation of the children, the development of the didactic unit plan (Libiliar and Freitas) and the delivery of the book produced by them. The learning project was called by the children Imaginary Tales and Real Stories, the same name as the book in which they recorded their literary creations. The data collection instruments were filming, audio recordings, photos, games and oral and written speeches. Data were organized in folders, in the researcher's notebook, and then transcribed. The presentation and analysis were organized in five thematic nuclei: Border games: activity of the creative imagination; literary creation: activity of the creative imagination; authorship: tessitura of the ideological sign; authorship: responsiveness and responsibility; and authorship: singularity traits. The analysis based on Geraldi, Jakubinskij, Brait, Faraco, Duarte, Zilberman, besides the authors already mentioned, made possible the following conclusions: the organization of the teaching created conditions for the children to give meaning to the proposed tasks, so that they were constituted in a study activity. Epilinguistic studies, verbal exchanges and acts of literary creation promoted the appropriation and objectification of acts of language and the viability of new instances of creation. Literary exchanges enabled children to experience otherness. Therefore, the thesis evidenced that, by putting the children in activity, according to the Russian concept of Leontiev, and establishing conditions to consider the level of their development, to privilege the situations of verbal interaction, to give voice to the children, to organize the teaching according to With their motives and needs, from the line of greatest effort in their learning process, it is possible to form and develop authorship in children when they create tales, so that they develop traces of authorship in the early years of Elementary School.
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Palavras-chave
Educação, Formação de autoria, Criação literária de conto, Atividade de estudo, Ensino fundamental, Education, Authorship training, Literary tale creation, Study activity, Elementary school