Made available in DSpace on 2016-04-28T20:56:57Z (GMT). No. of bitstreams: 1 Sandra Francisca de Oliveira Silva.pdf: 1245238 bytes, checksum: 230e1beea66f5a7da23b4128650806b7 (MD5) Previous issue date: 2015-11-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation aims to approach the meanings of conceptions of childhood constituted in the daily experiences of urban children, residents of São Paulo city, in an unequal society. The theorethical approach adopted in this study is the Socio-historical Psychology, that based the analysis and interpretation process which conceives the human constitution as a social and historical construction.This work is also based on childhood critical studies that allowed the comprehension of the childhood as a social construction, and the child as active social actor, with the right to speak and as a culture producer and a subject of right.The data was produced through an individual dialogue with two children: Ludmilla, 8 years old, private school student, resident of São Paulo city, in a neighborhood characterized with a low rate of social exclusion, and Samira, 9 years old, public school student, resident of São Paulo city in a neighborhood with a high rate of social exclusion. All the work has been recorded, transcripted, systematized and analysed according to the proposal of González Rey (2005). In the analysis of the dialogues, it was possible to unveil the particularities of each child, at the same time that it stablished discussion about the childhood conception and the maintenance of the social inequality. The first results indicated to the existence of different meanings to the concept of childhood. The first conception introduces a childhood associated to a more coletive experience, in which the child has more oportunities to lead a wide range of social roles; the second conception, socially more appreciated, presents a childhood that focus on the formation of a future adult, by adding value the process of schooling as a way of social rise, in which the daily child's life is organized by the goal of the school formation. The social inequality has shown a relevant aspect of the childhood differentation. The study pointed that there´s a need of production of future researches that may develop these childhood meanings and turn the variety of childhood more visible / Esta dissertação objetiva aproximar-se das significações sobre a infância constituídas nas vivências cotidianas de criança urbanas, residentes no município de São Paulo, em uma sociedade desigual. A perspectiva teórica adotada no estudo é a da Psicologia Sócio-Histórica, que auxiliou nas análises e interpretações que partem de concepções da constituição humana como uma construção social e histórica. O presente trabalho também apoiou-se nos estudos críticos sobre a infância, que possibilitaram a compreensão da infância como uma construção social, a criança como ator social ativo, com direito a voz, produtor de cultura e sujeito de direitos. Os dados foram produzidos mediante a conversa individual, junto a duas crianças: Ludmila, de 8 anos de idade, estudante de escola particular, residente no município de São Paulo, em bairro com baixo índice de exclusão social, e Samira, de 9 anos de idade, estudante de escola pública, residente no município de São Paulo, em bairro com alto índice de exclusão social. O material foi gravado, transcrito, sistematizado e analisado de acordo com a proposta de González Rey (2005). Nas análises das conversas, foi possível desvelar aquilo que é particular de cada criança, mas que ao mesmo tempo apresenta-se como uma totalidade em um movimento dialético, que permitiu estabelecer discussões voltadas para as concepções de infância/criança e a manutenção da desigualdade social. Os principais resultados da pesquisa apontaram a existência de significações diferentes para a infância. A primeira concepção apresenta uma infância com mais convivência coletiva, em que a criança tem maior oportunidade de protagonizar diversos papéis sociais; a segunda concepção, mais valorizada socialmente, apresenta uma infância que visa à formação do futuro adulto, valorizando o processo de escolarização como meio de ascensão social, em que o cotidiano da criança é organizado em prol da formação escolar. A desigualdade social mostrou-se um fator importante nas diferenciações de infância. Indicamos a necessidade da realização de futuras pesquisas que possam desenvolver essas significações e dar maior visibilidade às concretizações dessas diferentes infâncias

Cette recherche interroge, dans une perspective pragmatique, la teneur des disputes entre pairs dans les cours de récréation à l'école élémentaire. Le régime de dispute en violence (Boltanski, 1990), caractérisé par des épreuves de force engageant exclusivement la force des personnes constitue le pivot de notre recherche. Comment et sous quelles conditions les interactions enfantines basculent-elles dans le régime de dispute en violence ou inversement sortent-elles de ce régime ? A l'aide d'une méthodologie fondée sur une approche ethnographique (observations et entretiens semi-scénarisés) et des questionnaires soumis aux écoliers, nous avons été en mesure de caractériser les formes émergentes de ce régime de dispute en violence, révélant ainsi une violence protéiforme ne se limitant pas au seul phénomène du harcèlement. Nous avons démontré que les écoliers recourent à des normes corporelles spécifiques et à des principes issus du monde domestique et du monde civique en vue de stabiliser l'ordre social en récréation et peuvent, sous certaines conditions, employer la violence comme un dispositif visant à contrecarrer les menaces pesant sur ces normes et principes. La compétence à s'extraire du régime de violence est apparue fortement corrélée aux dispositifs pédagogiques en place dans les écoles et à la grandeur que les élèves accordent aux enseignants ainsi qu'aux justifications et dispositifs que ces derniers emploient. La grandeur accordée à ces dispositifs et à la figure enseignante s'est enfin révélée, au fil de l'analyse comme étant étroitement imbriquée à la grandeur politique et civique que les enseignants accordent à l'écolier. / This sociological research deals with arguments among children in the school playground at primary school and follows a pragmatic sociological approach. The violent argument regime (Boltanski, 1990), is characterised by power struggles, that exclusively involves people strenght, without any principles. This violent argument regime is the centre of this research. How, and under which conditions peer interactions can get out of that regime? Using a methodology built on an ethnographic approach (observations and interviews based on scenarios) and on questionnaries to pupils, we've been able to characterise the emerging forms of the violent regime, and we showed the existence of a multifaceted violence at elementary school that can't be reduced merely to schoolbullying : this analysis's questionning the psychological approach of schoolbullying at school and discards the portraits of pupils who are either a persecutor or a victim : they can be both of them. Furthermore, pupils use physical norms and principles of justice that come from the domestic and the civic spheres in order to regulate the social order in the school playground and to get out of the violent regime. However, they can also, in the name of those principles, use violence as a device which enable them to stem the threats to those same principles. Moreover, the pupils ability to get out of the violence regime is linked to the teaching devices in the schools and to pupils perception of the teachers and the regulations that teachers use – or don't use. Some teaching devices could help pupils to get out of the violent argument regime and could restructure pupils principles and norms of justice.