This study investigates the relationship of 4-5 years old children with mobile devices (tablets), taken as elements of culture and instruments of communication and expression. It takes into account that, to a greater or lesser extent, children of the twenty-first century have some kind of contact with digital information and communication technologies (DICT) and that in children's educational landscape some people advocate its use as an educational resource and other condemn the presence of DICT in young children education. However, this discussion seems to be centered on an adult-view, according to which it is the adults who decide when allow the exploitation of DICT by children without, however, considering the interests, needs and potential of little children. From a child's vision as protagonist, this research is a reflection on the ways children handle tablets in DICT. In this context, it is possible to raise the following research question: how children interact with technological devices, especially tablet? This issue motivates the realization of this research, designed in order to investigate the digital literacy process of 4-5 years old children. Such a general purpose unfolds in the following specific objectives: a) to analyze the processes of interaction among peers b) map the play culture considering the tablet use. Methodologically, the work takes brings a qualitative study with intervention research, based on Sociology of Childhood contributions and studies on digital literacy. The research was developed by working with small groups of children from a peripheral public early childhood institution in Maceio city. Children were given tablets in order to verify uses and strategies built by children when handling mobile technology. It was used video recording and field diary for data collection in order to combine image, audio and written record to capture children´s attitudes, expressions and interactions with each other and with DICT. The research findings point to the fact that little children build rich and diverse experience with the digital universe since necessary conditions are provided so that they can explore the tablets with creativity and autonomy. Therefore, it is possible to conclude a revealing movement that children do have an experience repertoire with DICT and their abilities have been disregarded in different contexts by educators, which deprives them from enriching experiences. / Este estudo investiga a relação das crianças de 4 a 5 anos de idade com os dispositivos móveis tablets), entendidos como elementos da cultura e instrumentos de comunicação e de expressão. Parte-se do princípio de que, em maior ou menor grau, as crianças do século XXI possuem algum tipo de contato com as tecnologias digitais da informação e da comunicação (TDIC) e que, no cenário educacional infantil é possível encontrar desde sujeitos que defendem o seu uso como ecurso educacional até àqueles que condenam a presença das TDIC na educação das crianças equenas. No entanto, essa discussão parece estar centrada em uma visão adultocêntrica, egundo a qual são os adultos que decidem qual é o momento de permitir a exploração das TDIC pelas crianças sem, no entanto, considerar os interesses, as necessidades e as potencialidades da criança pequena. A partir de uma visão de criança como protagonista, esta investigação trata de uma reflexão a respeito dos modos pelos quais crianças se relacionam com os tablets, a partir da realização de oficinas que as colocam em contato com essas TDIC. Neste contexto, é possível levantar a seguinte pergunta de pesquisa: como as crianças interagem com os dispositivos ecnológicos, em especial o tablet? Este problema motiva a realização desta investigação, concebida com o objetivo de investigar os processos de letramento digital das crianças de 4 a 5 anos de dade. Tal objetivo geral se desdobra nos seguintes objetivos específicos: a) analisar os processos de interação entre os pares e b) mapear a cultura lúdica a partir do uso do tablet. Do ponto de vista metodológico, o trabalho se configura como um estudo qualitativo com pesquisa-intervenção, desenvolvida a partir das contribuições da sociologia da infância e dos estudos sobre letramento digital. A pesquisa foi desenvolvida a partir do trabalho com pequenos grupos de uma turma de crianças de uma instituição pública de educação infantil do município de Maceió, localizada em um bairro da periferia urbana. As crianças foram acompanhadas a partir da organização de oficinas de percurso, no qual as crianças foram colocadas em contato direto com os tablets, com vistas a erificar os usos e as estratégias construídas pelas crianças para a exploração da tecnologia móvel. Foram utilizados a videogravação e o diário de campo como procedimentos de coleta de dados, de modo a aliar imagem, áudio e registro escrito no processo de captação das ações, expressões e interações das crianças entre si e com a TDIC. As conclusões da investigação apontam para o fato de que as crianças pequenas constroem ricas e diversificadas experiências com o universo digital na medida em que lhes são oferecidas condições necessárias para que possam explorar os tablets com criatividade e autonomia. Assim sendo, é possível depreender um movimento revelador de que as crianças possuem um repertório de experiências com as TDIC e que tal conhecimento tem sido desconsiderado, em diversos contextos, pelos adultos envolvidos com seus processos educativos, não se dispondo a acompanhá-las nessa trajetória, de modo a enriquecer suas experiências com vistas ao seu desenvolvimento.

Orientador: Ana Lúcia Goulart de Faria / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T20:23:31Z (GMT). No. of bitstreams: 1 Santiago_Flavio_M.pdf: 1668411 bytes, checksum: cecc3551c2da3b101b257ea7f355ebc8 (MD5) Previous issue date: 2014 / Resumo: As escolhas conceituais, linguísticas e políticas presentes nas páginas desta dissertação são frutos dos diferentes encontros ocorridos durante uma pesquisa etnográfica realizada no período de agosto a dezembro de 2012, em um Centro de Educação Infantil de uma cidade da região metropolitana de Campinas-SP. Trata-se de uma pesquisa envolvendo crianças pequenininhas de três anos e suas/seus docentes. O objetivo é apresentar a violência da hierarquização social capitalista fundamentada no processo de racialização sobre a construção das culturas infantis. A partir dos pressupostos teóricos da Sociologia da Infância e dos estudos das Ciências Sociais, relacionados às Relações Raciais no Brasil, procurei compreender a influência macro desse processo nas construções dos estereótipos referentes às crianças pequenininhas negras. Além disso, analiso como esse processo de racialização contribui para o afastamento da cultura e história negra das pedagogias presentes na educação infantil e na exclusão de meninas pequenininhas negras e meninos pequenininhos negros do campo social permissível às experiências relativas à aceitação do seu corpo, de sua ancestralidade. Os resultados apontam para a presença de uma pedagogia da "branquitude", que se embasa num modelo educacional com propósitos de reprodução de preconceitos referentes às crianças pequenininhas negras para a manutenção dos privilégios das crianças pequeninhas brancas. Indicam, também, como as crianças pequeninhas negras percebem o racismo presente nas posturas pedagógicas adotadas pelo Centro de Educação Infantil e deixam explícito, por meio de diferentes linguagens, a não aceitação dos enquadramentos que as fixam em posições subalternas na sociedade / Abstract: The conceptual, linguistic and political choices presented on the pages of this dissertation are the outcome of different meetings occurred during an ethnographic research at an Early Childhood Center in Vinhedo ¿ SP, conducted in the period that goes from August to December 2012. This research involves three-year-old tiny young children and their teachers. It aims to bring up the violence of capitalist social hierarchization based on the process of racialization on the construction of peer cultures. From the theoretical assumptions of Childhood Sociology, and studies of Social Sciences related to Racial Relationships in Brazil, I sought to understand the macro influence of this process on the construction of stereotypes related to tiny young black children. In addition to that, I analyze how this process of racialization contributes to the withdrawal of both culture and black history from the pedagogies present in childhood education, and to the exclusion of black girls and black boys from a social field that is permissible to experiences related to the acceptance of their own body; of their ancestry. The results point out to the presence of a pedagogy of "whiteness" that relies on an educational model with purposes of reproduction of prejudices against tiny young black children in order to achieve the maintenance of the privileges of white tiny young children. The results also indicate how these tiny young black children perceive racism installed on the pedagogical postures adopted by childhood educational centers, and make it explicit, through different languages, the non-acceptance of the fitting framework that pins them down in a subordinate position in society / Mestrado / Ciencias Sociais na Educação / Mestre em Educação

Made available in DSpace on 2016-04-04T18:32:42Z (GMT). No. of bitstreams: 1 Silvia Cristina Salomao.pdf: 1821441 bytes, checksum: 95907a2906e9e4b7c45824128b7af575 (MD5) Previous issue date: 2008-02-12 / This work has as purpose the analysis of written records produced having as basis the listening of children voices and the reflection on how these voices, truthful and performing, make part of the (re)direction of pedagogical practices. The theoretic foundation of this study tries to establish a dialogue with thinkers that have investigated children education and that consider the child as owner of rights. As a researcher and teacher in children education, my pedagogical practice is grounded on C?lestin Freinet and Paulo Freire theories. The methodological approach is qualitative; here up in school periods of 2004 and 2006. The narratives chosen are put into context en the dynamics and movement presented in conversation rings, and are interwoven with reflections of the authors with whom I maintain dialogue, authors that support theoretically this study. The results of this research make clear the impacts brought up in the development of pedagogical practices, based on the written records of children speech, joining contribution to the teacher formation itself, and considering children as truthful for the listening as well as protagonists in the educational process. / O objetivo deste trabalho ? analisar os registros produzidos a partir da escuta das vozes infantis e refletir sobre como essas vozes, confi?veis e protagonistas, participam da (re) dire??o das pr?ticas pedag?gicas. A fundamenta??o te?rica do trabalho busca dialogar com autores que pesquisam a educa??o infantil e consideram a crian?a como sujeito de direitos. Como pesquisadora e docente da educa??o infantil, fundamento minha pr?tica pedag?gica em C?lestin Freinet e Paulo Freire. A abordagem metodol?gica ? qualitativa; analiso registros escritos com as crian?as nos Livros da Vida , elaborados nos anos letivos de 2004 e 2006. As narrativas selecionadas est?o contextualizadas na din?mica e movimento das rodas de conversa, e entrela?adas ?s reflex?es dos autores com quem dialogo e que fundamentam este estudo. Os resultados dessa pesquisa revelam os impactos gerados no desenvolvimento das pr?ticas pedag?gicas, a partir dos registros das falas dos pequenos, contribuindo ? pr?pria forma??o docente e legitimando as crian?as como confi?veis ? escuta e protagonistas no processo educativo.

My dissertation critiques Western culture’s vertical command of “growing up” to adult completion (rational, heterosexual, married, wealthy, professionally successful) as a reductionist itinerary of human movement leading to subjective sedimentations. Rather, my project proposes ways of “moving rhizomatically” by which it advances a notion of a machinic identity that moves continuously, contingently, and waywardly along less vertical, less excruciating and more horizontal, life-affirmative trails. To this end, my thesis proposes a “rhizomatic semiosis” as extrapolated from the philosophy of Gilles Deleuze and Félix Guattari to put forward a notion of language and, by implication, subjectivity, as dynamic and metamorphic. Rather than trying to figure out who the child is or what it experiences consciously, my project wishes to embrace an elusiveness at the heart of subjectivity to argue for continued identity creation beyond the apparently confining parameters of adulthood. This dissertation, then, is about the need to re-examine our ways of growing beyond the lines of teleological progression. By turning to Deleuze’s child, an intangible one that “makes desperate attempts to carry out a performance that the psychoanalyst totally misconstrues” (A Thousand Plateaus 13), I wish to shift focus away from the hierarchical, binary, and ideal model of “growing up” and toward a notion of movement that makes way for plural identities in their becoming. This endeavour reveals itself in particular in the work of John Wray, Todd Field, Peter Cameron, Sara Prichard, Michael Cunningham, and Cormac McCarthy, whose work has received little or no attention at all—a lacuna in research that exists perhaps due to these artists’ innovative approach to a minor literature that promotes the notion of a machinic self and questions the dominant modes of Western culture’s literature for, around, and of children.

My dissertation critiques Western culture’s vertical command of “growing up” to adult completion (rational, heterosexual, married, wealthy, professionally successful) as a reductionist itinerary of human movement leading to subjective sedimentations. Rather, my project proposes ways of “moving rhizomatically” by which it advances a notion of a machinic identity that moves continuously, contingently, and waywardly along less vertical, less excruciating and more horizontal, life-affirmative trails. To this end, my thesis proposes a “rhizomatic semiosis” as extrapolated from the philosophy of Gilles Deleuze and Félix Guattari to put forward a notion of language and, by implication, subjectivity, as dynamic and metamorphic. Rather than trying to figure out who the child is or what it experiences consciously, my project wishes to embrace an elusiveness at the heart of subjectivity to argue for continued identity creation beyond the apparently confining parameters of adulthood. This dissertation, then, is about the need to re-examine our ways of growing beyond the lines of teleological progression. By turning to Deleuze’s child, an intangible one that “makes desperate attempts to carry out a performance that the psychoanalyst totally misconstrues” (A Thousand Plateaus 13), I wish to shift focus away from the hierarchical, binary, and ideal model of “growing up” and toward a notion of movement that makes way for plural identities in their becoming. This endeavour reveals itself in particular in the work of John Wray, Todd Field, Peter Cameron, Sara Prichard, Michael Cunningham, and Cormac McCarthy, whose work has received little or no attention at all—a lacuna in research that exists perhaps due to these artists’ innovative approach to a minor literature that promotes the notion of a machinic self and questions the dominant modes of Western culture’s literature for, around, and of children.

[pt] A Teologia da Criança é o campo de pesquisa que tem como sujeito teológico o ser humano de pouca idade e denuncia o adultocentrismo como estrutura de opressão. O centro de toda construção teológica se estabelece ao redor e a partir da figura da criança. A pesquisa tem como objetivo analisar a relação entre a experiência de Deus e a valorização da infância, sinalizando a existência de uma ligação estreita entre um e outro. A experiência com o Mistério ganha novos contornos a partir da mística singular das crianças, bem como a infância adquire novas cores a partir da revelação desse Mistério em Jesus Cristo. Os pequeninos são a parábola que as Escrituras utilizam para falar sobre Deus, a vida cristã e os vulneráveis desse mundo, transcendendo assim a razão, a instituição e o consumo como lógica adultocentrica e propondo a mística, a liberdade e a generosidade como alternativa para se fazer como criança. Os adultos podem e devem reconhecer nas crianças um caminho para a experiência real de Deus. / [en] Theology of the child is the research field which has as theological subject the earlier-phases human beings and which denounced the adultcentrism as an oppression structure. The core of all theological construction is established around and from the figure of a child. The research has as its main objective to analyze the relation between experiencing God and the appreciation of childhood, pointing out the existence of a close relationship between them. The experience with Mystery assumes new perspectives through the peculiar, mystic worldview of the children. Also, childhood acquires new colors through the revelation of this Mystery in Jesus Christ. The little ones are the parable which are used by Scriptures to talk about God, Christian life and the vulnerable people of this world, transcending as such the reason, the institution and the consumption as adultcentric logic and proposing the mysticism, freedom and generosity as an alternative to become like children. Adults can and should recognize in children a way to really experiencing God.

My dissertation critiques Western culture’s vertical command of “growing up” to adult completion (rational, heterosexual, married, wealthy, professionally successful) as a reductionist itinerary of human movement leading to subjective sedimentations. Rather, my project proposes ways of “moving rhizomatically” by which it advances a notion of a machinic identity that moves continuously, contingently, and waywardly along less vertical, less excruciating and more horizontal, life-affirmative trails. To this end, my thesis proposes a “rhizomatic semiosis” as extrapolated from the philosophy of Gilles Deleuze and Félix Guattari to put forward a notion of language and, by implication, subjectivity, as dynamic and metamorphic. Rather than trying to figure out who the child is or what it experiences consciously, my project wishes to embrace an elusiveness at the heart of subjectivity to argue for continued identity creation beyond the apparently confining parameters of adulthood. This dissertation, then, is about the need to re-examine our ways of growing beyond the lines of teleological progression. By turning to Deleuze’s child, an intangible one that “makes desperate attempts to carry out a performance that the psychoanalyst totally misconstrues” (A Thousand Plateaus 13), I wish to shift focus away from the hierarchical, binary, and ideal model of “growing up” and toward a notion of movement that makes way for plural identities in their becoming. This endeavour reveals itself in particular in the work of John Wray, Todd Field, Peter Cameron, Sara Prichard, Michael Cunningham, and Cormac McCarthy, whose work has received little or no attention at all—a lacuna in research that exists perhaps due to these artists’ innovative approach to a minor literature that promotes the notion of a machinic self and questions the dominant modes of Western culture’s literature for, around, and of children.