Vozes no ensino: o medo das crianças e sua relação com os saber na perspectiva das professoras

• Ano de defesa: 2024
• Autor(a) principal: Camargo, Mauro Gomes de
• Orientador(a): Silva, Flávio Caetano da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Medo das crianças; Relações com o saber; Escola
• Palavras-chave em Inglês: Children's fears; Relationships with knowledge; School
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/20785

In a context in which the relationship with knowledge encompasses multifaceted dimensions, incorporating interactions with the world, with others and with oneself (Charlot, 2000). The aim of this research was to understand teachers' perceptions of children's relationship with knowledge as a function of their fears. To do this, we formulated a central question: what are the perceptions of three teachers who teach in the first year of elementary school about the fears expressed by their pupils? In addition, what is the knowledge enunciated in the face of these children's fears? This is a qualitative study with an empirical approach in two public schools in the municipality of Araraquara, São Paulo, Brazil, focusing on the dynamics of everyday school life. The theoretical basis for this research was the work of Charlot (1996, 2000, 2020). Data was collected through semi-structured interviews. To analyze the data, we adopted the “Balance of Knowledge” or “Inventory of Knowledge” approach, as proposed by Charlot (1996, 2009). This research has shown us various types of knowledge, among which we understand that, in the teachers' perception, there is a great diversity of fears faced by children in the school environment, which are related to knowledge. The teachers also identified different types of fears among their students, in addition to their own fears during their first years as students. However, this study has shown us that school is a web of knowledge, relationships and fears, in which observation, self-image and strategies are involved, in order to identify the fears of children in our schools.