Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-04-02T12:10:45Z No. of bitstreams: 1 MarianaMeiraPiresSimonetti_DISSERT.pdf: 1306155 bytes, checksum: 4e182d7489cd6e88e13f84a701812f69 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-04-03T16:01:57Z (GMT) No. of bitstreams: 1 MarianaMeiraPiresSimonetti_DISSERT.pdf: 1306155 bytes, checksum: 4e182d7489cd6e88e13f84a701812f69 (MD5) / Made available in DSpace on 2018-04-03T16:01:58Z (GMT). No. of bitstreams: 1 MarianaMeiraPiresSimonetti_DISSERT.pdf: 1306155 bytes, checksum: 4e182d7489cd6e88e13f84a701812f69 (MD5) Previous issue date: 2013-04-19 / O s?culo XX, marcado pela consolida??o do progresso t?cnico e cient?fico, lan?a o homem em um novo cen?rio, com consequentes repercuss?es em seus modos de ser. As crian?as, seres hist?ricos e ativos, desenvolvem-se nesta conjuntura. Uma parcela desta popula??o insere-se em um contexto que pode ser denominado de inf?ncia hiper-realizada, marcado pela realidade virtual, ritmo de vida acelerado, apelo ao consumo, excesso de informa??es e altas expectativas de desempenho e sucesso. A despeito do lapso temporal, o fil?sofo Martin Heidegger traz contribui??es para uma reflex?o sobre a experi?ncia destas crian?as a partir da discuss?o sobre a ?Quest?o da T?cnica?. O objetivo deste trabalho ?, portanto, compreender, em uma perspectiva heideggeriana, a experi?ncia de algumas crian?as que vivem no contexto p?s-moderno da inf?ncia hiper-realizada. O estudo apresenta um delineamento fenomenol?gico com enfoque explorat?rio e compreensivo. A pesquisa contou com oito participantes, com idades entre sete e nove anos, estudantes de escola privada do munic?pio do Natal-RN. Para a constru??o dos dados foram utilizadas estrat?gias l?dicas, visando uma aproxima??o do vivido. A partir de uma compreens?o fenomenol?gica, apreende-se que o sentido de ser crian?a ? associado primordialmente ao brincar e estudar. As rela??es com os pais refletem as mudan?as advindas da p?s-modernidade, evidenciando-se, em especial, a confus?o ante a falta de par?metros seguros que sirvam de norte no processo educativo e a solid?o frente, principalmente, ? aus?ncia paterna no cotidiano dos filhos. O salto para o ciberespa?o e o advento da cultura do consumo perpassam as viv?ncias da inf?ncia, subvertendo as experi?ncias de tempo e espa?o. Nas respostas das crian?as ao avan?o tecnol?gico evidencia-se, por vezes, o dom?nio da impropriedade. Em alguns momentos, entretanto, elas parecem questionar a t?cnica; na descoberta do mundo em que vivem, experimentam as oportunidades que se apresentam, e conseguem relacionar-se com a t?cnica como possibilidade, e n?o como necessidade. Assim sendo, ressalta-se a necessidade de abertura para compreender os sentidos de ser crian?a para aqueles que j? nasceram na Era da T?cnica, pois, somente assim, ser? poss?vel encontrar caminhos para uma prof?cua interven??o no ?mbito desta rela??o. / The twentieth century, marked by the consolidation of scientific and technical progress, places men in a new scenario with consequent repercussions on their lifestyle. Children, historical and active beings, develop in this new setting. A portion of this population falls in a context that can be called hyper-realized childhood, marked by the virtual reality, accelerated pace of life, consumer appeal, information overload and high expectations of performance and success. Despite the time lapse, the philosopher Martin Heidegger brings contributions to a reflection on the experience of these children from the discussion on "The Question concerning Technology." The objective of this work is therefore to understand, in a Heideggerian perspective, the experience of some children who live in the postmodern context of hyper-realized childhood. The study presents a phenomenological design with exploratory and comprehensive focus. The research involved eight participants, aged between seven and nine years old, private school students in the city of Natal, RN. For data gathering 'play' strategies were used, seeking an approximation with their every day life. From a phenomenological understanding, the study captures that their perception of being a child is primarily associated with playing and studying. Relationships with parents reflect changes resulting from post-modernity. Such as confusion caused by the lack of reliable parameters to guide the educational process and loneliness observed to be caused mainly by father's absence on children's daily routine. The leap into cyberspace and consumer culture permeates the experiences of childhood, subverting the experiences of time and space. In the children's responses to technological advancement, the domain of impropriety can be observed. However, sometimes they seem to question technology; In the world they live in, they experience opportunities as they present themselves, and relate to technology as a possibility, not a necessity. Thus, the need for openness to understand the meaning of being a child for those who were born in the Era of Technology is emphasized. Only then, one can find ways to a fruitful intervention in that relationship.