Name: MARCIEL BARCELOS LANO
Publication date: 14/10/2015
Advisor:
Name |
Role |
|---|---|
| AMARÍLIO FERREIRA NETO | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| AMARÍLIO FERREIRA NETO | Advisor * |
| SILVANA VENTORIM | External Examiner * |
| WAGNER DOS SANTOS | Internal Examiner * |
Summary: This work is dedicated to understanding the transition process of children with six years old from early childhood education to elementary school through practices, especially those produced in the Physical Education. Orienting by an ethnographic perspective (OLIVEIRA, 2013), the work is organized into three chapters that interact with each other by the nature of the sources, the methodological design and the theoretical framework used to interpret the data. Thus, Chapter I proposed to understand the views of children, childhood and education of school authors through narratives recorded in the field diary, discussion groups and interviews. Research indicates how the practices produced in relation to the transition process reveal internalized conceptions in practitioners (CERTEAU, 1994), highlighting the way practices (CERTEAU, 1994) are built in the articulation of school cultures to the children's cultures. Chapter II aims to understand how the practices of children with six years old senses produce on their schooling process in early childhood education and primary education, especially in relation to Physical Education. Uses iconographic records (photos and drawings), narratives and daily field as methodological tools. This study gives visibility to children practices, highlighting the distinctions made throughout the school year 2014, signaling the understandings about the nature of schooling in kindergarten and elementary school. Chapter III aims to understand how the children and the teacher with a degree in Physical Education assess learning in transition. Records data generated in popular games, videos, photos and diary. The study indicates the ways in which the teacher with a degree in Physical Education established links with children's culture to give visibility to the specific nature of the teaching content of the curriculum component. Interpretations of practices (CERTEAU, 1994) of children allowed understanding the meanings that highlight the difference of learning in elementary school physical education, evidencing both body appropriations as cognitive content, which allowed them to make use of its appropriations in school everyday through their children's practices.
