Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Boulitreau, Paula Roberta Paschoal
 |
| Orientador(a): |
Fonte, Renata Fonseca Lima da |
| Banca de defesa: |
Barros, Isabela do Rêgo,
Cavalcante, Marianne Carvalho Bezerra,
França, Tereza Luiza de,
Sousa, Wilma Pastor de Andrade |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Católica de Pernambuco
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| Programa de Pós-Graduação: |
Doutorado em Ciências da Linguagem
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| Departamento: |
Departamento de Pós-Graduação
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.unicap.br:8080/handle/tede/1766
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Resumo: |
For some time, Physical Education has been approaching the humanistic sciences, being conceptualized as a language by some authors and even by official documents in the educational field, such as the National Common Curricular Base. However, many are the notes for the need to strengthen these ties in search of deepening. In this direction, this study seeks the dialogue between the fields of study of Physical Education and Language Sciences with the general objective of understanding body expressions as language performed by children in acquisition, in School Physical Education classes in Early Childhood Education, starting from the assumption that the process occurs as an integrated and multimodal system (prosodic-vocal production and gestures). During the research, we sought to answer: “How are body expressions, as multimodal aspects that act in language acquisition, performed by children in Physical Education curricular classes, planned from the methodological approach of Body Culture?” For this to be possible, we opted for a qualitative study whose epistemological basis was the Ethnomethodological approach. When seeking to investigate a specific reality, we carried out a case study that was also characterized as longitudinal action research. The collection consisted of recording three children, each with a different age (one year, three years and five years), in a period of language acquisition, participating in systematic Physical Education classes at a Municipal Center for Early Childhood Education in the city of Recife. The data were recorded through filming with audio capture, transcribed with the aid of the ELAN software and analyzed based on the multimodal perspective of language and in the categories: language as a multimodal human expression and body expressions as gestures relevant to the Body Culture. During the analyzes we identified that in the classes children use gestures already dimensioned by McNeill's studies (1992), but also that there are other variations not yet described. In this direction, we propose as an innovation for the theoretical-methodological field of Physical Education and Language Sciences the naming of two new forms of expression/materialization of gestures: the associative pantomimes referenced in body culture and the gestures of expectation with rhythmic markings referenced in speak of the other. We also observed that children vary their gestures depending on the theme addressed in that curricular component and that the sign language reveals more fluent and precise movements through experiences in Physical Education classes. Thus, we conclude that the acquisition of language takes place from a multimodal perspective in which the gesture also composes the matrix of meaning of human language, therefore, the corporal expressions relevant to Physical Education are configured with language as part of the children's linguistic trajectory. |
