Quem conta um conto... os contos de fadas e as narrativas das crianças de uma creche de Presidente Prudente/SP
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Data
2010-09-30
Autores
Rodrigues, Marinês Eugênia Alfredo [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho, vinculado à linha de pesquisa ‘Infância e Educação’, do Programa de Pós-Graduação em Educação da FCT/UNESP, apresenta uma pesquisa-intervenção desenvolvida no ano de 2009, em um Centro de Convivência Infantil da UNESP, com um grupo de crianças de três a quatro anos de idade e teve como objetivos investigar se os contos de fadas contribuem para o uso dos elementos da narrativa pelas crianças de três a quatro anos de idade, e se o trabalho intencional com tais instrumentos favorece a construção das narrativas infantis. Essa pesquisa originou-se da inquietação perante a tendência de os contos de Fadas que, por não serem vistos como prática que pode auxiliar no processo de construção de narrativas infantis, não serem trabalhados intencionalmente, não serem privilegiados tempo e espaço para a narrativa oral das crianças. Para realização da pesquisa foram necessários dois momentos: o primeiro chamado de “Fase da observação”, realizado com a premissa de conhecer o grupo analisado e assim ser aceito por ele, visando...
This research, related to the “Childhood and Education” investigation group, was developed in the Post-Graduation Program in Education of Faculdade de Ciências e Tecnologia – UNESP. It describes an interventional-research which was performed in 2009 and involved a group of three/four-year-old children enrolled in the university Day Care. The investigation aimed to reinforce, among other important proposals, the role of children education pedagogical job in enhancing children’s oral narrative. Its starting point was the perception that fairy tales are neither intentionally used nor conceived as a tool in order to help children in their narrative construction process. Two steps were needed to develop the research: the first one, the observation stage, had the purpose of making the researcher familiar to the group as well as being accepted by them so the interactive moments could be observed as a support to the intervention itself. This second stage included seven meetings that always started with story telling, preceded by some explanation about the authors, and followed by the conversation time: a discussion concerning the tale by... (Complete abstract click electronic access below)
This research, related to the “Childhood and Education” investigation group, was developed in the Post-Graduation Program in Education of Faculdade de Ciências e Tecnologia – UNESP. It describes an interventional-research which was performed in 2009 and involved a group of three/four-year-old children enrolled in the university Day Care. The investigation aimed to reinforce, among other important proposals, the role of children education pedagogical job in enhancing children’s oral narrative. Its starting point was the perception that fairy tales are neither intentionally used nor conceived as a tool in order to help children in their narrative construction process. Two steps were needed to develop the research: the first one, the observation stage, had the purpose of making the researcher familiar to the group as well as being accepted by them so the interactive moments could be observed as a support to the intervention itself. This second stage included seven meetings that always started with story telling, preceded by some explanation about the authors, and followed by the conversation time: a discussion concerning the tale by... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação, Contos de fadas, Creches, Fairy tales, Story telling, Children narrative, Children education, Crèche
Como citar
RODRIGUES, Marinês Eugênia Alfredo. Quem conta um conto... os contos de fadas e as narrativas das crianças de uma creche de Presidente Prudente/SP. 2010. 140 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade Ciências e Tecnologia, 2010.