Olhares de crianças sobre a escola de educação infantil: o que dizem e mostram sobre a escola?
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2019-08
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Schwertner, Suzana Feldens
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Schwertner, Suzana Feldens
Vivian, Danise
Ohlweiler, Mariane Inês
Hattge, Morgana Domênica
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A Educação Infantil tem vivido historicamente um processo significativo de aperfeiçoamento de concepções sobre a educação das crianças e práticas pedagógicas de qualidade. Temas acerca da escola de Educação Infantil, principalmente a criança como um ser de direitos, entram na agenda nas discussões de políticas públicas pautadas nas concepções de criança e infância no seu tempo (CORSARO, 2011; KOHAN, 2004, 2011; OLIVEIRA-FORMOSINHO, 2008, 2018). Neste sentido, olhar e ouvir o que as crianças têm a dizer sobre os espaços escolares, de modo a revelar o que pensam, sentem, ou mesmo vivenciam sobre a própria infância promove uma pedagogia respaldada nas formas de ser e de se expressar dos sujeitos infantis. A
preocupação nesta investigação é com o processo, por isso as escolhas metodológicas procuraram valorizar e tomar as crianças como sujeitos participantes da pesquisa, qualificando suas vozes e seus olhares. Diante disso, a metodologia apresentada com viés qualitativo buscou inspiração no estudo de caso etnográfico, embasada nas teorizações de Sarmento (2011). O campo empírico foi uma Escola Municipal de Educação Infantil (EMEI) do Vale do Taquari, do município de Lajeado, com o foco em um grupo de vinte e duas crianças de cinco anos. A escolha por esta EMEI, emanou primeiramente, por ser uma escola pública, que atende a faixa etária de cinco anos, intitulada pela rede municipal como turma E. Outro motivo é pela pesquisadora conhecer algumas das crianças e seus familiares, como pela proximidade com a equipe diretiva, que se mostraram receptivas ao tema. Para a produção do material de pesquisa, optou-se pela observação participante, diário de campo, roda de conversa, gravações de áudio, fotografia e vídeo. Na análise dos dados utilizou-se uma aproximação com a análise textual discursiva, embasada nas teorizações e concepções de Moraes e Galiazzi (2006, 2011). Numa perspectiva interpretativa, que analisou as percepções das crianças em relação à escola de Educação Infantil, foram elencadas três categorias. Por meio destas, indica-se que a criança fala, opina, tem desejos, sonhos, cria possibilidades, quer participar. São capazes de refletir sobre suas vivências, seu próprio modo de aprender, suas potencialidades, podendo se tornar investigadoras e propositoras de alternativas. Assim, a primeira categoria refere-se ao que as crianças mostram sobre a escola através de suas vozes. Na segunda, disserta-se sobre as imagens apresentadas pelos participantes. A última categoria, versa sobre as experiências e aprendizagens na escola de Educação Infantil. No que tange os objetivos específicos, infere-se que a expectativa das crianças sobre a escola de Educação Infantil é de um espaço que elas frequentam com o intuito principal de garantir aprendizagens, evidenciado como um lugar
formador de “crianças espertas”, de aprender “coisas”. As falas, olhares e ações das crianças são indicativos para que os pesquisadores, docentes e gestores possam refletir e repensar como a escola de Educação Infantil vem sendo organizada atualmente e, em especial, se estão levando em consideração o que elas mostram e dizem, fazendo uso de uma escuta sensível e possibilitando à criança a sua participação na organização escolar.
Child Education has historically lived a significant process of improving conceptions about children's education and quality pedagogical practices. Themes about the School of Early Childhood Education, especially the child as a being of rights, enter the agenda in the discussions of public policies based on conceptions of children and childhood in their time (CORSARO, 2011; KOHAN, 2004, 2011; OLIVEIRA-FORMOSINHO, 2008, 2018). In this sense, looking at and listening to what children have to say about school spaces, so that they can show what they think, feel, or even experience about their childhood, allows them to promote a pedagogy based on the ways of being and express themselves as subjects. The concern in this investigation is with the process, so the methodological choices sought to value and take the children as subjects participating in the research, qualifying their voices and their looks. Thus, the methodology presented with qualitative bias sought inspiration in the study of ethnographic case, based on the theories of Sarmento (2011). The empirical field of this research was a Municipal School of Early Childhood Education (EMEI) of Vale do Taquari, in a city called Lajeado, with a focus on a group of twenty-two children of five years. The choice for this EMEI is because it’s a public school that serves the age group of five years, called by the municipal network as a group “E”. Another reason is for the researcher to know some of the children and their families, as well as the proximity to the management team, who were receptive to the topic. For the production of the research material, it was opted for participant observation, field diary, talk wheel, audio recordings, photography and video. In the analysis of the data was used an approach with the discursive textual analysis, based on the theories and conceptions of Moraes and Galiazzi (2006, 2011). From an interpretive perspective, which analyzed the children's perceptions regarding the kindergarten, three categories were listed. By means of these, it is indicated that the child speaks, opines, has desires, dreams, creates possibilities, wants to participate. They are able to reflect on their experiences, their own way of learning, their potentialities, being able to become investigators and proposers of alternatives. In this sense, the first category refers to what children show about school through their voices. In the second one, will be discussed the images presented by the participants. The last category deals with the experiences and learnings in the School of Early Childhood Education. Regarding the specific objectives, it is inferred that the expectations of the children about the School of Early Childhood Education is a space that they attend with the main purpose of ensuring learning, evidenced as a place to train "smart kids", to learn "things". The speeches, looks and actions of the children are indicative so that the researchers, teachers and managers can reflect and rethink how the School of Infant Education is being organized nowadays and, in particular, are taking into account what children show and say, doing use of sensitive listening and enabling the child to take part in school organization.
Child Education has historically lived a significant process of improving conceptions about children's education and quality pedagogical practices. Themes about the School of Early Childhood Education, especially the child as a being of rights, enter the agenda in the discussions of public policies based on conceptions of children and childhood in their time (CORSARO, 2011; KOHAN, 2004, 2011; OLIVEIRA-FORMOSINHO, 2008, 2018). In this sense, looking at and listening to what children have to say about school spaces, so that they can show what they think, feel, or even experience about their childhood, allows them to promote a pedagogy based on the ways of being and express themselves as subjects. The concern in this investigation is with the process, so the methodological choices sought to value and take the children as subjects participating in the research, qualifying their voices and their looks. Thus, the methodology presented with qualitative bias sought inspiration in the study of ethnographic case, based on the theories of Sarmento (2011). The empirical field of this research was a Municipal School of Early Childhood Education (EMEI) of Vale do Taquari, in a city called Lajeado, with a focus on a group of twenty-two children of five years. The choice for this EMEI is because it’s a public school that serves the age group of five years, called by the municipal network as a group “E”. Another reason is for the researcher to know some of the children and their families, as well as the proximity to the management team, who were receptive to the topic. For the production of the research material, it was opted for participant observation, field diary, talk wheel, audio recordings, photography and video. In the analysis of the data was used an approach with the discursive textual analysis, based on the theories and conceptions of Moraes and Galiazzi (2006, 2011). From an interpretive perspective, which analyzed the children's perceptions regarding the kindergarten, three categories were listed. By means of these, it is indicated that the child speaks, opines, has desires, dreams, creates possibilities, wants to participate. They are able to reflect on their experiences, their own way of learning, their potentialities, being able to become investigators and proposers of alternatives. In this sense, the first category refers to what children show about school through their voices. In the second one, will be discussed the images presented by the participants. The last category deals with the experiences and learnings in the School of Early Childhood Education. Regarding the specific objectives, it is inferred that the expectations of the children about the School of Early Childhood Education is a space that they attend with the main purpose of ensuring learning, evidenced as a place to train "smart kids", to learn "things". The speeches, looks and actions of the children are indicative so that the researchers, teachers and managers can reflect and rethink how the School of Infant Education is being organized nowadays and, in particular, are taking into account what children show and say, doing use of sensitive listening and enabling the child to take part in school organization.
Descrição
Palavras-chave
Escola de Educação Infantil; Pesquisa com crianças; Ensino; Análise textual discursiva; School of Early Childhood Education; Research with children; Teaching; Discursive textual analysis.
Citação
MACHADO, Diana. Olhares de crianças sobre a escola de educação infantil: o que dizem e mostram sobre a escola?. 2019. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 31 maio 2019. Disponível em: http://hdl.handle.net/10737/2618.