Percursos da criança a partir da modernidade: fenomenologia e educação infantil no movimento escolanovista

• Ano de defesa: 2017
• Autor(a) principal: Carvalho, Cláudia Barbosa de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Educação; Educação - Filosofia; Educação de crianças; Pedagogia moderna; Filosofia fenomenológica; Movimento escolanovista; Criança; Modern Pedagogy; Phenomenological Philosophy; New school movement; Child; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/21133; http://doi.org/10.14393/ufu.di.2017.501

This master's thesis is tied to a History and Historiography of Education research line, this study presents the phenomenological conception of childhood and the influence of this flux of contemporary thought by the view of the new school on the same period. The first movement of this thesis aimed to find the modern conception of childhood on the educational writings of Rousseau on his classical work Émile, ou De l’éducation, 1762, and after Kant's pedagogy is dealt with in what concerns about the education of children. This preliminary framework is intended to understand the delineations of the new school ideas in the field of early childhood education. This passage from educational theory to the pedagogical practice with children led this research towards to the phenomenology of Husserl and Merleau-Ponty, that was contemplated on the second chapter. In phenomenology it is possible to find the basis of certain educational procedures of those educators who in the first half of the 20th century were committed to the renewal of early childhood education with the promotion of a child-centered pedagogy. Husserl is important to the substantiation of the phenomenology's perception as well as to substantiate its importance for a new directed look towards to the child that, in this perspective of this phenomenology, advocated by Merleau-Ponty, points to the need of investigating and considering the child by itself. The sought on this study, in the interlacing of each author discussed here, the historical sense that progressively was consolidated the education of children and inserted it into the official system of education. It is worth mentioning in this historical context the new school pedagogy that was contemplated on the third chapter, because of its conception of child and its discoveries: from itself, from the other and from the world that surrounds it; this complex web of meanings deserves the phenomenological look, proper from the adult world.