Construção empírica do conceito de infância: o significado de Infância para os professores da Educação Infantil de São Carlos - SP

• Ano de defesa: 2018
• Autor(a) principal: Calderan, Andréa
• Orientador(a): Gomes, Luiz Roberto
• 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: Conceito de Infância; Hermenêutica objetiva; Teoria crítica; Políticas educacionais
• Palavras-chave em Inglês: Educational policies; Childhood concept; Objective hermeneutics; Critical theory
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::CURRICULO; CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/10859

In the last years the concept of childhood has gained new meanings, as well as the children's practices. Perhaps the greatest challenge of these new meanings lies within the school context in dealing with the child pluralism. In order to analyze how schools have been dealing with the transformations of the concept of childhood and its plurality, this work has sought to analyze the present concept of childhood in a kindergarten. To this end, this work sought to analyze the main educational policies that focus on Early Childhood Education, as well as to know more closely the daily life of a school, its teachers and its pedagogical practices. The theoretical-methodological contribution of the Objective Hermeneutics was used in this work from the data collection to the analysis of the interviews with the teachers. Finally, the Critical Theory of Society was used as a theoretical basis to carry out a final analysis on the themes that permeated the study. With the conclusion of the study, it was possible to verify that the school is not carried by a single conception of childhood, since this conception is diversified from different factors: based on the policies, between the formations of its teachers, its pedagogical proposals or, even in the problem of child's adultifying, which goes beyond the walls of the school.