Multiple languages in childhood: shared protagonism between adults and children in children's education contexts

Bibliographic Details
Main Author: Martins Filho, Altino José
Publication Date: 2022
Other Authors: Martins Filho, Lourival José
Format: Article
Language: por
Source: Linhas (Florianópolis. Online)
Download full: https://www.periodicos.udesc.br/index.php/linhas/article/view/22031
Summary: The social relationships engendered within an educational institution are woven by many relationships and different shades and with this understanding the objective of this work is to present some analytical and propositional considerations about the multiple languages of young children. It starts from a theoretical and methodological anchorage that dialogues with cultural pedagogies, social constructionism, interpretive science, hermeneutics and phenomenology. It is understood that it is necessary to discover the complexity of childhood, to get to know the children, that is, for the problematization of childhood experiences. We believe that children among themselves and with adults are not only socialized, but produce innovative processes and genuine forms of socialization, leading a way of being and being in the world beyond our adult-centeredness. Therefore, we have to know the grammar of children in their multiple languages. In this sense, we affirm the importance of the intensity of relationships through the bias of shared protagonism.
id UDESC-0_dbceadf7ac79dd8f986d90a2340cc85b
oai_identifier_str oai::article/22031
network_acronym_str UDESC-0
network_name_str Linhas (Florianópolis. Online)
repository_id_str
spelling Multiple languages in childhood: shared protagonism between adults and children in children's education contextsMúltiples lenguajes en la infancia: protagonismo compartido entre adultos y niños en contextos de educación infantilMúltiplas linguagens na infância: protagonismo compartilhado entre adultos e crianças nos contextos de educação infantilmúltiplas linguagensprotagonismo compartilhadocontextos de educação infantilmultiple languagesshared protagonismearly childhood education contextsmultiples lenguajesprotagonismo compartidocontextos de educación infantilThe social relationships engendered within an educational institution are woven by many relationships and different shades and with this understanding the objective of this work is to present some analytical and propositional considerations about the multiple languages of young children. It starts from a theoretical and methodological anchorage that dialogues with cultural pedagogies, social constructionism, interpretive science, hermeneutics and phenomenology. It is understood that it is necessary to discover the complexity of childhood, to get to know the children, that is, for the problematization of childhood experiences. We believe that children among themselves and with adults are not only socialized, but produce innovative processes and genuine forms of socialization, leading a way of being and being in the world beyond our adult-centeredness. Therefore, we have to know the grammar of children in their multiple languages. In this sense, we affirm the importance of the intensity of relationships through the bias of shared protagonism.Las relaciones sociales engendradas dentro de una institución educativa están tejidas por muchas relaciones y diferentes matices y con este entendimiento el objetivo de este trabajo fue presentar algunas consideraciones analíticas y proposicionales sobre los múltiples lenguajes de los niños pequeños. Se parte de un anclaje teórico y metodológico que dialoga con las pedagogías culturales, el construccionismo social, la ciencia interpretativa, la hermenéutica y la fenomenología. Se entiende que es necesario descubrir la complejidad de la niñez, conocer a los niños, es decir, problematizar las vivencias y experiencias de los niños. Apostamos a que los niños entre ellos y con los adultos, no solo son socializados, sino que producen procesos innovadores y formas genuinas de socialización, juegan una forma de ser y estar en el mundo más allá de nuestro adultocentrismo. Por tanto, tenemos que conocer la gramática de los niños en sus múltiples idiomas. En este sentido, afirmamos la importancia de la intensidad de las relaciones a través del sesgo del protagonismo compartido.As relações sociais engendradas no interior de uma instituição educacional são tecidas por muitos relacionamentos e diferentes matizes e, com esta compreensão, objetivou-se neste trabalho, apresentar algumas considerações analíticas e propositivas a respeito das múltiplas linguagens das crianças pequenas. Parte-se de uma ancoragem teórica e metodológica que dialoga com as pedagogias culturais, construcionismo social, ciência interpretativa, hermenêutica e a fenomenologia. Entende-se que é preciso descobrir a complexidade das infâncias, para conhecer as crianças, isto é, para a problematização das vivências e experiências infantis. Apostamos que as crianças entre si e com os adultos, não somente são socializadas, mas produzem processos inovadores e genuínas formas de socialização, protagonizam um jeito de ser e estar no mundo para além do nosso adultocentrismo. Por isso, temos que conhecer a gramática das crianças em suas múltiplas linguagens. É neste sentido que afirmamos a importância da intensidade dos relacionamentos pelo viés do protagonismo compartilhado.Universidade do Estado de Santa Catarina - UDESC2022-05-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.udesc.br/index.php/linhas/article/view/2203110.5965/1984723823512022259Revista Linhas; v. 23 n. 51 (2022): Alfabetização: desafios contemporâneos; 259 - 2801984-7238reponame:Linhas (Florianópolis. Online)instname:Universidade do Estado de Santa Catarina (UDESC)instacron:(UDESC)porhttps://www.periodicos.udesc.br/index.php/linhas/article/view/22031/14396Copyright (c) 2022 Revista Linhashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessMartins Filho, Altino José Martins Filho, Lourival José 2024-02-29T13:08:29Zoai::article/22031Revistahttps://www.periodicos.udesc.br/index.php/linhashttps://www.periodicos.udesc.br/index.php/linhas/oaivera.gaspar.udesc@gmail.com||revistalinhas@gmail.com1984-72381984-7238opendoar:2024-02-29T13:08:29Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)false
dc.title.none.fl_str_mv Multiple languages in childhood: shared protagonism between adults and children in children's education contexts
Múltiples lenguajes en la infancia: protagonismo compartido entre adultos y niños en contextos de educación infantil
Múltiplas linguagens na infância: protagonismo compartilhado entre adultos e crianças nos contextos de educação infantil
title Multiple languages in childhood: shared protagonism between adults and children in children's education contexts
spellingShingle Multiple languages in childhood: shared protagonism between adults and children in children's education contexts
Martins Filho, Altino José
múltiplas linguagens
protagonismo compartilhado
contextos de educação infantil
multiple languages
shared protagonism
early childhood education contexts
multiples lenguajes
protagonismo compartido
contextos de educación infantil
title_short Multiple languages in childhood: shared protagonism between adults and children in children's education contexts
title_full Multiple languages in childhood: shared protagonism between adults and children in children's education contexts
title_fullStr Multiple languages in childhood: shared protagonism between adults and children in children's education contexts
title_full_unstemmed Multiple languages in childhood: shared protagonism between adults and children in children's education contexts
title_sort Multiple languages in childhood: shared protagonism between adults and children in children's education contexts
author Martins Filho, Altino José
author_facet Martins Filho, Altino José
Martins Filho, Lourival José
author_role author
author2 Martins Filho, Lourival José
author2_role author
dc.contributor.author.fl_str_mv Martins Filho, Altino José
Martins Filho, Lourival José
dc.subject.por.fl_str_mv múltiplas linguagens
protagonismo compartilhado
contextos de educação infantil
multiple languages
shared protagonism
early childhood education contexts
multiples lenguajes
protagonismo compartido
contextos de educación infantil
topic múltiplas linguagens
protagonismo compartilhado
contextos de educação infantil
multiple languages
shared protagonism
early childhood education contexts
multiples lenguajes
protagonismo compartido
contextos de educación infantil
description The social relationships engendered within an educational institution are woven by many relationships and different shades and with this understanding the objective of this work is to present some analytical and propositional considerations about the multiple languages of young children. It starts from a theoretical and methodological anchorage that dialogues with cultural pedagogies, social constructionism, interpretive science, hermeneutics and phenomenology. It is understood that it is necessary to discover the complexity of childhood, to get to know the children, that is, for the problematization of childhood experiences. We believe that children among themselves and with adults are not only socialized, but produce innovative processes and genuine forms of socialization, leading a way of being and being in the world beyond our adult-centeredness. Therefore, we have to know the grammar of children in their multiple languages. In this sense, we affirm the importance of the intensity of relationships through the bias of shared protagonism.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/22031
10.5965/1984723823512022259
url https://www.periodicos.udesc.br/index.php/linhas/article/view/22031
identifier_str_mv 10.5965/1984723823512022259
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/22031/14396
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
dc.source.none.fl_str_mv Revista Linhas; v. 23 n. 51 (2022): Alfabetização: desafios contemporâneos; 259 - 280
1984-7238
reponame:Linhas (Florianópolis. Online)
instname:Universidade do Estado de Santa Catarina (UDESC)
instacron:(UDESC)
instname_str Universidade do Estado de Santa Catarina (UDESC)
instacron_str (UDESC)
institution (UDESC)
reponame_str Linhas (Florianópolis. Online)
collection Linhas (Florianópolis. Online)
repository.name.fl_str_mv Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)
repository.mail.fl_str_mv vera.gaspar.udesc@gmail.com||revistalinhas@gmail.com
_version_ 1842247342570340352

Similar Items