A participação das crianças nos anos iniciais do ensino fundamental I: o que propõem as publicações de 2015 a 2020 para melhoria das práticas educativas dialógicas

• Ano de defesa: 2022
• Autor(a) principal: Silva, Thainá Ariane da
• Orientador(a): Braga, Fabiana Marini
• 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: Crianças; Participação; Argumentação; Escola
• Palavras-chave em Inglês: Children; Participation; Argumentation; School
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/16274

This master's dissertation aims to carry out a survey of research that deals with the participation of children in the early years of Elementary School I, based on the contributions that the dialogicity defended by Paulo Freire (1987, 2011, 2013, 2013b), the argumentation by Jürgen Habermas (1987, 2019) and the dialogic inquiries of Gordon Wells (2016) can bring to the promotion of this space. Thus, we will carry out bibliographic research of scientific publications, from 2015 to 2020, in the databases (ERIC, CAPES Periodicals and Web of Science), in order to verify which contributions and propositions they list on the subject. Therefore, the communicative methodology was used for data analysis from the survey of transforming and excluding elements. After analyzing the data, we concluded that the scientific production brought 17 transforming elements (AA - Student Autonomy, RM - Mutual Respect, AH - High Skills, DD - Dialogical Discussions, A - Argumentation, EA - Students' emotions, Q - Questioning , EAA - Active student involvement, PC - Thinking right, VA - Student voice, ED - democratic spaces, ECA - student-centered education, R - Rationality, EV- True listening, CC - Knowledge construction, EDD - Democratic education as a right, FP - Teacher training) and 10 exclusionary elements (FED - Lack of democratic space, AP - Teacher authoritarianism, PCR - Curricular standard, DC - Control speech, FT - Lack of time, IS - Indiscipline in the classroom, ET – Traditional teaching, CA – Absolute knowledge, ECP – Teacher-centered education, FTD- Lack of dialogic techniques) that enable improvements to educational dialogic practices, since they show data that correspond to the concepts of dialogue and participation that we present in this dissertation.