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A constituição da criança na escola: marcas das experiências iniciaisMazzuchelli, Denise Silva Rocha 05 October 2010 (has links)
As the other is indispensable for building knowledge and also for the making up of the
subject himself/herself and they way he/she acts, we recognize the social character of
human development, based on the historical-cultural theory, that the characteristics of
each individual are formed through this constant interaction with the environment in
which he/she lives. Thus recognizing children as producers of culture and assuming that
they experience and internalize the world so legitimately and singularly, this study
aimed to investigate the formation of children in the schooling process and approach the
possible nuances and marks of them and built by them through their first school
experiences. Twenty children, aged three years and a half to four and a half years,
attending a pre-kindergarten I class of a public school in Uberlândia (MG), Brasil
participated in this study. The construction of the corpus was made from observational
visits, recorded in field notes and interviews with the teacher of the class. The goal of
the inclusion of the classroom in this study was to get to know the school routine in its
richness and dynamism from the view of participant observation of the explicit set of
practices carried out by teachers and students, besides the set of practices which are not
explicit and determine the organization of classroom. For treatment of the data
constructed, we began by typing the field notes and the interview transcripts. Then, we
developed a long process of coming and going in the corpus, an ongoing dialogue with
theory, so as to grasp the transformation processes that were taking place and allowing
the emergence of the various senses of the material. We selected excerpts and raised the
issues on which they about. Then we observed the recurrence of certain issues which
were grouped according to their common meanings. These recurring themes shaped
categories of analysis that we organized into four thematic blocks: 1. The marks of the
school, which we tried to list the ones that print the children and perpetuate in them 2.
A (un) organization of daily life, which was characterized by gaps in the use of time in
which children were in the institution 3. Professor - Uncle / Aunt (the common way
that children address their teachers) to persecutor - and their practice, reflecting on the
various positions occupied by early childhood educator and his/her practice 4. The
making up of the child, which highlighted the relevance of school for the humanization
of the child, for the development of higher psychological functions and access to
cultural production. The profession was also the focus of our analysis from the
interview with the teacher and in this sense; it is necessary and urgent to think of the
context of public policy, in public notices for posts at this level of education, as well as
providing effective proposals for continuing education to those already in school.
Moreover, we highlight the importance of the presence of psychologist in early
childhood education to contribute to the implementation of quality preschool, which
balances care and education, and considers the school and its community - educators,
children and their families and their concrete conditions. / Tomando como ponto de partida a imprescindibilidade do outro na construção do
conhecimento e também na constituição do próprio sujeito e suas formas de agir,
reconhecemos o caráter social do desenvolvimento humano, afirmando, a partir da
teoria histórico-cultural, que as características de cada indivíduo são formadas por meio
das constantes interações deste com o meio em que vive. Reconhecendo, assim, as
crianças como produtoras de cultura e partindo do princípio de que elas vivenciam e
internalizam o mundo de modo legítimo e particular, este estudou objetivou investigar a
constituição da criança no processo de escolarização e aproximar-se das possíveis
marcas e nuances nelas, e por elas, construídas em suas primeiras experiências
escolares. Participaram deste estudo 20 crianças, com idades entre três anos e meio e
quatro anos e meio, de uma turma de pré-I da educação infantil de uma escola pública
de Uberlândia (MG). A construção do corpus foi realizada a partir de visitas de
observação, registradas em notas de campo e de entrevista com a educadora da turma. A
inserção na sala de aula estudada teve como finalidade conhecer o cotidiano escolar em
sua riqueza e dinamismo, a partir da observação participante do conjunto de práticas
explícitas realizadas pelos professores e alunos, além do conjunto de práticas não
explícitas que constituem e determinam a organização da sala de aula. Para o tratamento
dos dados construídos, começamos pela digitação das notas de campo e pela transcrição
da entrevista. Em seguida, desenvolvemos um longo trabalho de ir e vir no corpus, num
diálogo contínuo com a teoria, de forma a permitir a apreensão dos processos de
transformação que estavam ocorrendo e possibilitando a emergência dos diversos
sentidos do material. Selecionamos trechos e levantamos os temas sobre os quais eles
versavam para, depois, observarmos a recorrência de determinados assuntos que nos
remetiam a sentidos comuns para, então, agrupá-los. Estas temáticas recorrentes
configuraram categorias de análise que organizamos em quatro blocos temáticos: 1. As
marcas da escola, no qual procuramos elencar as marcas que a escola imprime e
perpetua nas crianças; 2. A (des)organização do cotidiano, que foi caracterizado pelas
lacunas no aproveitamento do tempo em que as crianças estavam na instituição; 3. O
professor - de tio à algoz - e sua prática, que refletiu sobre os diversos
posicionamentos ocupados pelo educador infantil e sua prática; 4. A constituição da
criança, em que destacamos a relevância da escola para o processo de humanização dos
pequenos, para o desenvolvimento das funções psicológicas superiores e para o acesso à
produção cultural. A profissão docente também foi foco de nossa análise a partir da
entrevista com a educadora e, neste sentido, faz-se necessário e urgente pensar-se no
âmbito das políticas públicas, nos editais para preenchimento de vagas neste nível de
ensino, bem como no oferecimento de propostas efetivas de formação continuada
àqueles que já estão na escola. Além disto, destacamos a importância da presença do
profissional de Psicologia na educação infantil de modo a contribuir com a efetivação
de uma pré-escola de qualidade, que equilibre o cuidado e a educação, e considere a
escola e sua comunidade educadores, crianças e suas famílias em suas condições
concretas. / Mestre em Psicologia Aplicada
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Die Terapeutiese begeleiding van die kind na die dood van 'n ouerGrobler, Hermien 11 1900 (has links)
Text in Afrikaans / Summaries in English and Afrikaans / Die dood van 'n ouer he! 'n effek op die totale lewe van die kind en dompel die kind in emosionele nood wat terapeutiese begeleiding noodsaak. Na afloop van die afsterwe van 'n ouer, vind daar fisieke, emosionele, sosiale en kognitiewe veranderinge in die kind se lewe plaas waarop hy nie voorbereid is nie, en wat hy ook nie verstaan nie. Hierdie veranderinge veroorsaak dat die kind se leefwereld in so mate verander dat sy funksionering benadeel word. Daar is met hierdie studie gepoog om vas te stel watter effek die dood van 'n ouer op die kind he! en tot watter mate terapeutiese begeleiding die kind se emosionele nood kan verlig. Daar is in die studie gevind dat rou inderdaad 'n gekompliseerde proses is wat lei tot die ontstaan van talle onbeantwoorde vrae, gevoelens van magteloosheid en emosionele pyn. Kinders wat in rousmart verkeer word dikwels deur die samelewing misgekyk en kry as gevolg hiervan nie voldoende hulp nie. Di! lei tot die ontstaan van persoonlikheidsontwikkelingsprobleme, relasionele probleme en intra-psigiese probleme soos 'n swak selfbeeld, ego-verdedigingsmeganismes, persoonlike kwesbaarheid, ongunstige betekenisgewing en ongunstige belewenisse. Hierdie probleme veroorsaak dat die kind in sy selfaktualisering
gerem word en as gevolg hiervan nie sy gegewe moontlikhede verwerklik nie. Die studie het verder bewys dat die kind wat 'n ouer aan die dood afgestaan het, wel deur middel van terapeutiese begeleiding deur 'n sielkundige gehelp kan word om die verlies van 'n ouer in so 'n mate te hanteer dat die faktore wat die kind se
selfaktualisering rem, opgehef kan word. Die studie voorsien die sielkundige van riglyne ten opsigte van die proses van terapeutiese begeleiding aan die kind wat 'n ouer aan die dood afgestaan het. Riglyne word gebied ten opsigte van die hantering van die kind se onmiddellike situasie, die evaluasie van die kind-inrousmart, die vasstelling van doelstellings en doelwitte vir terapeutiese begeleiding, die selektering van terapeutiese tegnieke, die terapeutiese hulpverlening aan die kind, die hulpverlening aan die oorblywende ouer en die hulpverlening aan die onderwyser wat gemoeid is met die kind-in-rousmart. Riglyne word ook gebied ten opsigte van die terminering van terapie. / The death if a parent has an influence on the total life of a child and causes emotional trauma that necessitates therapeutic guidance. After the death of a parent, physical, emotional, social and cognitive changes occur in the child's life for which he is not prepared and that he also does not understand. These factors cause such a change in the child's life-world that his functioning is hampered. In this study it was endeavoured to determine what effect the death of a parent has on a child's life and to what extent therapeutic guidance can alleviate the child's emotional trauma. In this study it was found that mourning is indeed a complicated process that gives rise to countless unanswered questions, feelings of helplessness and emotional pain. Children suffering grief in mourning are often ignored by society and as result of this, they do not receive adequate assistance. This leads to problems concerned with the development of the personality, relational problems and intrapsychological problems such as a poor self-concept, ego defence mechanisms, personal vulnerability, negative ways of acquiring meaning and unfavourable ways of experiencing life. These problems give rise to the hampering of the child's selfactualisation and because of this he cannot realise his potential. The study has furthermore proved that the child who has lost a parent through death, can be helped by a psychologist. This can be done by means of therapeutic guidance so that the child can handle the loss of a parent to such an extent that the factors that hamper his self-actualisation can be removed. The study provides guidelines for therapeutic guidance to the child who has Jost a parent through death. Guidelines are given on handling the child's immediate situation, the evaluation of the child in mourning, the determination of aims and objectives for therapeutic guidance, the selection of therapeutic techniques, therapeutic assistance to the child, assistance to the remaining parent and assistance to the
educator who is involved with the child in mourning. Guidelines are also given for the termination of therapy. / Educational Studies / D.Ed (Clinical Psychologist)
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Die Terapeutiese begeleiding van die kind na die dood van 'n ouerGrobler, Hermien 11 1900 (has links)
Text in Afrikaans / Summaries in English and Afrikaans / Die dood van 'n ouer he! 'n effek op die totale lewe van die kind en dompel die kind in emosionele nood wat terapeutiese begeleiding noodsaak. Na afloop van die afsterwe van 'n ouer, vind daar fisieke, emosionele, sosiale en kognitiewe veranderinge in die kind se lewe plaas waarop hy nie voorbereid is nie, en wat hy ook nie verstaan nie. Hierdie veranderinge veroorsaak dat die kind se leefwereld in so mate verander dat sy funksionering benadeel word. Daar is met hierdie studie gepoog om vas te stel watter effek die dood van 'n ouer op die kind he! en tot watter mate terapeutiese begeleiding die kind se emosionele nood kan verlig. Daar is in die studie gevind dat rou inderdaad 'n gekompliseerde proses is wat lei tot die ontstaan van talle onbeantwoorde vrae, gevoelens van magteloosheid en emosionele pyn. Kinders wat in rousmart verkeer word dikwels deur die samelewing misgekyk en kry as gevolg hiervan nie voldoende hulp nie. Di! lei tot die ontstaan van persoonlikheidsontwikkelingsprobleme, relasionele probleme en intra-psigiese probleme soos 'n swak selfbeeld, ego-verdedigingsmeganismes, persoonlike kwesbaarheid, ongunstige betekenisgewing en ongunstige belewenisse. Hierdie probleme veroorsaak dat die kind in sy selfaktualisering
gerem word en as gevolg hiervan nie sy gegewe moontlikhede verwerklik nie. Die studie het verder bewys dat die kind wat 'n ouer aan die dood afgestaan het, wel deur middel van terapeutiese begeleiding deur 'n sielkundige gehelp kan word om die verlies van 'n ouer in so 'n mate te hanteer dat die faktore wat die kind se
selfaktualisering rem, opgehef kan word. Die studie voorsien die sielkundige van riglyne ten opsigte van die proses van terapeutiese begeleiding aan die kind wat 'n ouer aan die dood afgestaan het. Riglyne word gebied ten opsigte van die hantering van die kind se onmiddellike situasie, die evaluasie van die kind-inrousmart, die vasstelling van doelstellings en doelwitte vir terapeutiese begeleiding, die selektering van terapeutiese tegnieke, die terapeutiese hulpverlening aan die kind, die hulpverlening aan die oorblywende ouer en die hulpverlening aan die onderwyser wat gemoeid is met die kind-in-rousmart. Riglyne word ook gebied ten opsigte van die terminering van terapie. / The death if a parent has an influence on the total life of a child and causes emotional trauma that necessitates therapeutic guidance. After the death of a parent, physical, emotional, social and cognitive changes occur in the child's life for which he is not prepared and that he also does not understand. These factors cause such a change in the child's life-world that his functioning is hampered. In this study it was endeavoured to determine what effect the death of a parent has on a child's life and to what extent therapeutic guidance can alleviate the child's emotional trauma. In this study it was found that mourning is indeed a complicated process that gives rise to countless unanswered questions, feelings of helplessness and emotional pain. Children suffering grief in mourning are often ignored by society and as result of this, they do not receive adequate assistance. This leads to problems concerned with the development of the personality, relational problems and intrapsychological problems such as a poor self-concept, ego defence mechanisms, personal vulnerability, negative ways of acquiring meaning and unfavourable ways of experiencing life. These problems give rise to the hampering of the child's selfactualisation and because of this he cannot realise his potential. The study has furthermore proved that the child who has lost a parent through death, can be helped by a psychologist. This can be done by means of therapeutic guidance so that the child can handle the loss of a parent to such an extent that the factors that hamper his self-actualisation can be removed. The study provides guidelines for therapeutic guidance to the child who has Jost a parent through death. Guidelines are given on handling the child's immediate situation, the evaluation of the child in mourning, the determination of aims and objectives for therapeutic guidance, the selection of therapeutic techniques, therapeutic assistance to the child, assistance to the remaining parent and assistance to the
educator who is involved with the child in mourning. Guidelines are also given for the termination of therapy. / Educational Studies / D.Ed (Clinical Psychologist)
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