Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Marques, Anízia Araújo Nunes
 |
| Orientador(a): |
BARROS, João de Deus Vieira |
| Banca de defesa: |
Nunes, Iran de Maria Leitão
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| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
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| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
|
| Departamento: |
Educação
|
| País: |
BR
|
| 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://tedebc.ufma.br:8080/jspui/handle/tede/242
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Resumo: |
This study aims to understand the symbolic expressions on recreational activities developed in a school playroom of Sao Luis-MA. We seek, using Gilbert Durand s (2002) Anthropological Theory of Imaginary, grasp the processes of symbolization that are most used in the children s games, as well as its relevance to sensitive and humanizing education. It is a hermeneutic study, by dealing with the comprehension of human symbolic expressions. Therefore, based on the holonomic paradigm, that values a unifying principle of knowledge, science and man and considers the whole individual, complexity, comprising the imagination as a factor that institutes the society. The Research locus is a playroom school in Sao Luis - MA and as individuals, the children, the person responsible for the school playroom and the playroom project coordinator of Superintendence of Early Childhood Education, from the City Department of Education. To collect data with the person responsible for the school playroom and the City Department of Education specialist, it was chosen semi-structured interview. With children, it was made observation and recording of activities, speech and behavior, as well as the application of heuristics in the four corners of the playroom: make-believe, reading, games and toys and art. About the kind of research, was elected qualitative study within the comprehensive perspective, considering the set image-text, analyzed in their context, in order to provide a more accurate interpretation of the researched reality. It was found that the symbolism, to be experienced in the school, through the playroom, the playful activities developed, the fairy tales, the toys, the games, the make-believe and art allows children to understand reality, the other, and themselves, in a sensitive, playful and dialogical, contributing to a humanizing education. |
