Da educação infantil ao ensino fundamental: com a palavra a criança: um estudo sobre a perspectiva infantil no início do percurso escolar. / From kindergarten to elementary school: the child talk: a study of the initial moment in school from the childrens point of view.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

Considering that childrens relations with school, classmates, teachers and the learning process are factors involved in school success, the passage from kindergarten to elementary school is an especially important moment, impacting strongly the way that children deal with school. Based on this idea, the objective of this research is to identify and map childrens perceptions, and their ways to interact with school when undergoing a transitional moment in their school life: from kindergarten to elementary school. Childrens interaction in school, including school culture, written language, and the social actors involved in this context, was studied in a cultural-historic (Vygotsky) and enunciative-discoursive (Bakhtin) perspective. An ethnographic approach was adopted, with a microgenetic focus, and based upon an enunciative-discoursive language conception. The research was conducted in two schools in Sao Paulo city, Brazil, with twenty children, in two moments: part one took place in classes of the last stage of kindergarten and part two in classes of first grade of elementary school. The testimonies were obtained in individual and focus group interviews. Childrens drawings about school were used to increase the expressive possibilities and enrich the verbal expression. Data analysis revealed a trend among the children to describe school as a place to play with friends, despite its disciplinary rules, and pedagogical practices which do not favor dialog and ludic approaches. In addition to games, conversation and occasional conflicts among children experiences were observed, and can relate to the consolidation of their individuality and social relations. The children interaction with teachers, found to be similar in both schools, can be interpreted as consistent with a traditional educational model, where the teacher holds the source of knowledge and authority. Most children, particularly in elementary school, did not show interest in interacting with the written language, prevailing external motivations, instead. However, the study confirmed children do value the acquisition of new knowledge, thus associating school with its traditional social role of transmission of knowledge. This value may explain the excitement noted by the children upon moving up to elementary school, a higher level in the educational system which can represent conquering new spaces, responsibilities and possibilities for learning, and therefore acquiring knowledge. Nevertheless, the school difficulties seem to be minimized as the childrens observed behavior demonstrates their tolerance through the way they deal with related complaints, i.e. independently from any attributed or preconceived value of the school system. At this moment, children seem to have a great desire to make their student experience work successfully. The childrens initial experience in elementary school seems to bring up favorable conditions for positive relations with the school to flourish, despite some difficulties. Unfortunately, educators may not be taking advantage of the childrens positive attitude towards the new school environment to capitalize for their learning process

ASSUNTO(S)

ludicidade childhood interaction kindergarten relação aluno-escola interação educação infantil alfabetização school culture literacy infância cultura escolar elementary school ensino fundamental

ACESSO AO ARTIGO

Documentos Relacionados