As primeiras experiências das crianças na educação infantil

• Ano de defesa: 2012
• Autor(a) principal: Marcarini, Célia Verônica
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Child education; Childhood; Adaptation; Sheltering; Educação infantil; Adaptação; Acolhimento; Educação de crianças; Infância; Adaptação escolar; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/6100

This work had the objective of investigating the way in which the first interaction of children with their peers and adults occur inside time and space of their school education. The locus of the research was a group of elementary school children who go to school for the first time in the city of Vila Velha. The investigations were done in two stages. The first one was done at the beginning of 2011. It was explorative and qualitative. From the analysis obtained from the study, the second stage was done with the same group, by means of an ethnographic study. The data revealed that when children start their school education, they are received under the perspective of “adjustment”, a term that comes from the Natural Sciences, and which means the capacity of the living beings to adjust to the environment. From such perspective, as shown by this study, the children are trained to internalize routines and the dynamics of sharing time and space in school, during a certain period of time. Few evidences showed any sensitivity towards the many differences in the language of the children who enter the context of child education. Besides the conflicts existing in this “adjustment period”, the children create forms of resistance towards the established routines as well as ways of staying in such context, which are, for them, possibilities for discovering new experiences. From the analysis of the data, it is possible to conclude that it is necessary to include, in everyday education, welcoming processes that can promote, between children and adults, experiences which can foster sheltering and can create an organizational culture able to reverse the attempts to adjust and settle the children in the school environment