Name: LIVIA CARVALHO DE ASSIS
Publication date: 29/05/2015
Advisor:
Name |
Role |
|---|---|
| ANDRÉ DA SILVA MELLO | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| AMARÍLIO FERREIRA NETO | Internal Examiner * |
| ANDRÉ DA SILVA MELLO | Advisor * |
| WAGNER DOS SANTOS | Internal Examiner * |
Summary: This dissertation takes the integrative synthesis of research as an object of study that use the Sociology of the Childhood and/or the Studies with the Daily Life as an epistemological and theoretical-methodological reference for the intervention of the Physical Education with Early Childhood Education. These referential systems, in the analyzed inquiries, seek to understand the children as subject of law, followers of the daily life, producers of culture and protagonists in the processes of teaching-learning undertaken by the school. The main objective is to analyze these inquiries in a broader interpretative framework, formulating integrative synthesis that enable building a pedagogic perspective for intervention of the Physical Education with the Early Childhood Education. For this, it adopts the Metasynthesis Qualitative (MQ) as methodological assumption. The MQ looks to strengthen the role of the qualitative studies, enlarging the interpretative translations of the analyzed texts. It uses as source thirteen studies published in the form of thesis, dissertation, article, and chapter of book that dialogue to the Sociology of the Childhood and/or to the Studies with the Daily Life. It adopts the Content Analysis in the process of interpretation of the data discussed in the contextual and thematic dimensions. Regarding the contextual dimension, it carries out bibliometrics analysis of the texts. When it comes to the thematic dimension, it establishes four axes of reflection: child's conception, teaching content, methodology, and evaluation. Based on the interpretation of these axes, it proposes an integrative synthesis to form a non-systematic pedagogical perspective for the intervention of the Physical Education with the Early Childhood Education, which considers the centrality of children in the teaching-learning process developed by this major.
