Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
ARAUJO, Ana Caroline Marino
 |
| Orientador(a): |
FERREIRA, Hugo Monteiro |
| Banca de defesa: |
FERREIRA, Hugo Monteiro,
MIRANDA, Humberto da Silva,
FERREIRA, Fernando Ilídio |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação Associado em Educação, Culturas e Identidades
|
| Departamento: |
UFRPE - FUNDAJ
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7599
|
Resumo: |
This research discusses the playful as a chronotopy, a space / time of learning and development. This discussion involves the reflection about the pedagogical practice and the conceptions of childhood and play that the teachers have and how they influence the way the teachers look at the childhood in the school and how that look translates into their practice. This reflection is translated into the following question: How are playfulness and childhood perceived / conceived by teachers in a disciplinary and transdisciplinary pedagogical practice and how does it determine how these teachers look at the children who constitute the childhood present in their classrooms ? Our objective with this questioning is, in a general way, to investigate how the playfulness is conceived in a pedagogical practice with children from a disciplinary perspective and in a transdisciplinary perspective and, in what way, the unfolding of this conception influences the teacher's look at the child And childhood in the search for a healthy teaching, in a more specific way our objectives are: to study, through theoretical research, the epistemological foundations present in the disciplinary approach and in the transdisciplinary approach related to the pedagogical practice with children; To analyze, through theoretical-empirical research, the comprehension / perception that the teachers, in their pedagogical practices have on childhood and playfulness; To relate the comprehension / perception of the teachers about childhood and playfulness with their pedagogical practices, considering the following variable: teacher / student; Reflect, through theoretical research and observations, how a classroom can be loving, empathic, compassionate, ultimately playful. In this process, we propose to approach, through the studies of these three concepts: childhood, play and transdisciplinarity, a different way of looking at the child in the school space. With this work we put in question the discussion of new ways to make the school a place that awakens the feeling of belonging in the children. In order to achieve success in this proposition our methodological option was made in the accomplishment a theoretical-empirical research. The ethnographic research was carried out through three procedures: participant observation, interviews and documentary analysis. The subjects are teachers of the Municipal Network of Jaboatão dos Guararapes / PE, who work in classes from 1st to 3rd year of Elementary School - Initial Series. Research is supported by the theory of transdisciplinarity, in the concept of childhood as a social group and playfulness as an inner experience of being. |
