Vozes e imaginários infantis: experiências e saberes sobre ciência na escola e no bosque da ciência

• Ano de defesa: 2017
• Autor(a) principal: Mululo, Jorgete Comel Palmieri
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Amazonas; Brasil; UEA; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO EM CIÊNCIAS NA AMAZÔNIA
• Palavras-chave em Português: Sociologia da infância; Culturas infantis; Espaço formal e não formal
• Link de acesso: https://ri.uea.edu.br/handle/riuea/5403

The present study aims to research the children knowledge and experiences in Science Education, recognizing them as competent social actors, taking into account "their voices" and Children's Cultures. Our goal is to analyze how the children voices and their cultures reveal their participation in the experiences and knowledge about science in the School space and in the Bosque da Ciência (ScienceWoods). This time, it was intended to share reflections about the children in their imaginary and in the relationship with their peers in Early Childhood Education, as well as to highlight some childhood conceptions, considering their interactions in the school as a pedagogic environment and in the non formal space, listening their voices and observing their reactions. In an attempt to reveal the importance of these reactions, we sought the contribution of the Sociology of Childhood with the qualitative approach and based on the participant research carried out in a CMEI, Centro Municipal de Educação Infantil (Early Childhood Education Municipal Center) with children of the 2nd period and the class teacher’s participation. The research wasdone with participant observations and the instruments of data collection were the field notebook, voice recorders and photographic cameras for children records with their peers and with the adults, be it in the School space, on the way to the Bosque da Ciência (ScienceWoods), in the forest itself and in return to School. We aim to deepen the study of Children's Cultures, with a view to a better understanding children's interactions with their peers and their ways of being and being in the spaces studied. Children should be regarded as actors in the full sense and not simply as beings in becoming. In this sense, children are at the same time producers and actors processes social, among others.