Orientador: Elizabeth Maria Freire de Araújo Lima / Banca: Silvio José Benelli / Banca: Adriana Marcondes Machado / Resumo: Essa pesquisa tem como objetivo cartografar as relações entre a institucionalização de crianças em estabelecimentos educacionais antes do período de escolarização formal, aqui denominada de Institucionalização Precoce e a produção da subjetividade contemporânea, considerando a relação que se estabelece entre a criança e a família, e para o tipo de maternidade produzida no campo social. Investigamos e problematizamos a questão da Institucionalização Precoce e a produção da subjetividade, situando-as a partir das perspectivas teóricas de Foucault, Deleuze e Guattari. Operando com o conceito de Institucionalização Precoce, explicitamos seus efeitos éticos em termos de produção de subjetividade, sob o prisma do processo de transição da sociedade disciplinar para a sociedade de controle, considerando os desdobramentos subjetivos promovidos pelo sistema capitalista no atual contexto biopolítico / Abstract: This research was done by a theoretical investigation about the moment when a child starts to go to education places like a school before the obligatory age of usual education, here called Precocious Institutionalization, and the changings that it results at the productions of subjectivity, at the relationship between children and family, specially the maternity in the society. Using theory references of Foucault, Deleuze and Guattari, was done the analysis with the help of cartography. As a result, there is a kind of map of the way that the human subjectivity is produced by two different society strategies, the disciplinary society integrated with the control society using biopolitics inside the contemporary questions to increase capitalism system / Mestre

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Orientador: José Roberto Boettger Giardinetto / Resumo: O presente trabalho contribui para ao ensino de geometria por relações, no qual buscou responder as questões: Como é apresentada a geometria para as crianças pequenas (4 e 5 anos)? Quais as relações que elas estabelecem entre a geometria e o seu ambiente? Como se apropriam dessas relações? Para tanto, teve por objetivo desenvolver jogos digitais com uma proposta de ensino por relações, para colaborar com o ensino de geometria apostando na ludicidade como estratégia, desde a manipulação dos objetos até a tridimensionalidade. O trabalho foi desenvolvido tendo como público-alvo crianças de 4 e 5 anos de idade que frequentavam a pré-escola em um município de aproximadamente 90 mil habitantes, localizado no interior do estado de São Paulo. Nesse trabalho foi utilizada a pesquisa bibliográfica na abordagem metodológica qualitativa, o estudo de caso, que é adequada quando procuramos descrever, explorar e compreender contextos utilizamos, para isso a observações e acompanhamentos em sala de aula da aplicação das atividades propostas. O referencial teórico foi os documentos nacionais oficiais: CF, LDB, RCNEI, DCNEI, BNCC, Caio Prado Junior e a Pedagogia Histórico-Crítica - PHC. Esta dissertação é composta por dois capítulos. O primeiro, com o título de “O desenvolvimento sensorial para percepção dos conceitos geométricos” tece considerações sobre a situação do ensino da geometria e sua importância para sua apropriação já na Educação Infantil. O segundo intitulado “O ensino de geometri... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work contributes to the teaching of geometry by relationships, in which it sought to answer the questions: How is geometry presented to young children (4 and 5 years old)? What relationships do they establish between geometry and its environment? How do they appropriate these relationships? To this end, it aimed to develop digital games with a proposal for teaching by relationships, to collaborate with the teaching of geometry, betting on playfulness as a strategy, from the manipulation of objects to three-dimensionality. The work was developed with the target audience of children of 4 and 5 years old who attended pre-school in a municipality of approximately 90 thousand inhabitants, located in the interior of the state of São Paulo. In this work, bibliographic research was used in the qualitative methodological approach, the case study, which is adequate when we try to describe, explore and understand contexts, for this purpose we use observations and accompaniments in the classroom of the application of the proposed activities. The theoretical framework was the official national documents: CF, LDB, RCNEI, DCNEI, BNCC, Caio Prado Junior and Pedagogia Histórico-Critica - PHC. This dissertation consists of two chapters. The first, entitled "Sensory development for the perception of geometric concepts", considers the situation of teaching geometry and its importance for its appropriation in early childhood education. The second entitled "The teaching of geometry by relatio... (Complete abstract click electronic access below) / Mestre

Orientador: Antonio Francisco Marques / Resumo: Uma educação repressora, desigual e machista, que impõe modelos educacionais distintos para meninas e meninos, pode contribuir com a reprodução de relações de gênero desiguais e uma educação heterônima que, ao serem naturalizadas, ocultam o processo histórico do qual se originam e, consequentemente, a possibilidade de sua desconstrução e transformação social. Esse tipo de relação pode dificultar o desenvolvimento autônomo de algumas crianças, porque na Educação Infantil elas ainda não sabem diferenciar sociabilidade e individualidade, pois estão centradas no ponto de vista delas mesmas ao que Piaget denomina egocentrismo. Este trabalho teve como laboratório de experiências a própria sala de aula, por meio de observações acerca das questões morais e das relações de gênero no cotidiano escolar, na Educação Infantil em uma escola pública do interior do Estado de São Paulo. Nesse contexto esta pesquisa parte do seguinte questionamento: A Moralidade e as relações de gênero trabalhadas de forma planejada em uma intervenção de pesquisa por meio de uma sequência didática, pode contribuir para identificarmos o que as crianças pensam sobre o juízo moral e as questões de gênero? Os objetivos dessa dissertação foram, identificar as concepções das crianças sobre gênero e moralidade, de modo a reconstruir a realidade de uma escola de Educação Infantil por meio da oralidade dos sujeitos que dela participam e a modificam. Teve por objetivo também, a elaboração de um Produto Educacional em fo... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: A repressive, unequal and sexist education, which imposes distinct educational models for girls and boys, can contribute to the reproduction of unequal gender relations and a heteronymous education that, when naturalized, hide the historical process from which they originate and, consequently, the possibility of its deconstruction and social transformation. This type of relationship can hinder the autonomous development of some children, because in Early Childhood Education they still do not know how to differentiate sociability and individuality, as they are centered on their point of view to what Piaget calls egocentrism. This work had as a laboratory of experiences the classroom itself, through observations about moral issues and gender relations in the school routine, in Early Childhood Education in a public school in the state of São Paulo. In this context, this research starts from the following question: Morality and gender relations worked in a planned way in a research intervention through a didactic sequence, can contribute to identify what children think about moral judgment and gender issues ? The objectives of this dissertation were to identify the children's conceptions about gender and morality, in order to reconstruct the reality of an early childhood school through the orality of the subjects who participate in it and modify it. It also had the objective of creating an Educational Product in the form of an interactive digital book, to enhance children's orali... (Complete abstract click electronic access below) / Mestre

This thesis is focused on upbringing the Christian children in the preschool age to prayer. We will recall the essence of the Christian faith and the way faith of a child awakens and develops, along with the progression of its ideas about God. With the help of the psychology of religion we will try to discuss the mental development of a child according to P. Říčan, M. Vágnerová, followed by E. H. Erikson's theory and we will consider "the stages of faith" of a child by J. W. Fowler. Then we will focus on the child's images and experiences with God in the context of prayer, as it is presented by some authors, such as K. Tilmann, S. Cavalletto and Ch. Ponsard. In the next part we will deal with upbringing a child to prayer. There we will mention the key concepts, which are prayer, the Christian faith, as a well as parish, family and catholic kindergarten as the preferred places of education of children to the prayer. In the final part, we will try to outline practical recommendations for upbringing children to the prayer. Keywords prayer, catechesis, faith, child education, family, parish, personality development Powered by TCPDF (www.tcpdf.org)

Thesis advisor: Mary E. Walsh / Students with complex needs and marginalized identities attending high-poverty schools are suspended at higher rates than their more advantaged peers (Mcloughin & Noltemeyer, 2010; Noltemeyer & Mcloughlin, 2010; Erb-Downward & Blakeslee, 2021). When students are suspended from school, they miss out on critical opportunities for instruction and connection. This can increase the likelihood that suspended students will experience a myriad of negative short-term and long-term outcomes, such as lower school engagement, poorer academic performance, school dropout, and justice system involvement (McNeely et al., 2002; Chu & Ready, 2018; Arcia, 2007; Amemiya et al., 2020; Noltemeyer et al., 2015). Supporting the needs of students, teachers, and the school community as a whole, while effectively managing student misbehavior, is a complex task without an easy answer. Integrated Student Supports (ISS) are a systemic approach to addressing students’ out-of-school needs to promote thriving. This approach utilizes several tiers of support to promote positive outcomes for all students in the school community (Adelman & Taylor, 2011). City Connects, an ISS model implemented in high-poverty urban elementary and middle schools, provides tailored supports and resources to all students in the school community and equips school staff with whole child information about their students. While City Connects was not developed to directly reduce suspension rates, many of the model’s practices (e.g., connecting students with tailored supports, identifying students’ unique strengths and needs, indicating a tier of risk for each student) may indirectly 1) address the mechanisms that drive high suspension rates in high poverty schools and 2) promote more positive outcomes for students who have been suspended. In the current study, difference-in-differences analyses identified trends in suspension rates in City Connects schools, compared to similar non-City Connects schools. Chi-square analyses examined patterns in how frequently suspended and non-suspended students in City Connects schools were identified as needing intensive supports. Longitudinal regression and moderation analyses investigated the relationship between receiving City Connects and suspended students’ outcomes. Overall, there is some evidence that City Connects may contribute to maintaining lower school-suspension rates in consistently underperforming schools. The study also found that students who were suspended in City Connects schools were more likely to be identified as needing more intensive supports, compared to students in City Connects schools who were not suspended. Within the district of interest, attending a City Connects elementary school for at least two years was associated with better academic outcomes and slightly better attendance and suspension outcomes in fifth grade. Being suspended at least once in elementary school had an overall negative association with fifth grade academic, attendance, and suspension outcomes. For students who were suspended at least once in elementary school, attending a City Connects school for at least two years was associated with higher math standardized test scores in fifth grade. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

Orientador: Elisabeth Gelli Yazlle / Banca: José Luiz Guimarães / Banca: Marilene Proença Rebello de Souza / Resumo: Este trabalho versa sobre a questão do atendimento infantil em instituições filantrópicas. Faz um percurso sobre a história destas instituições no Brasil, a concepção de infância que permeia sua existência e a forma de atendimento oferecida. Apresenta as mudanças na legislação e os movimentos sociais que impulsionaram tais transformações. Delimita seu objeto, constituindo-se em um estudo de caso de uma instituição filantrópica de atendimento da cidade de Londrina, Estado do Paraná. Apresenta o contexto histórico social da cidade e suas instituições de atendimento assistenciais, privilegiando as de atendimento à infância; também apresenta as adequações à legislação, no que se refere à transição da responsabilidade sobre as instituições do âmbito da Secretaria de Assistência para a da Educação, assim como as transformações nas instituições de acordo com as novas exigências legais. Define como objetivo investigar a motivação das pessoas envolvidas com o atendimento filantrópico nesta instituição, bem como sua concepção de infância e educação. Utiliza a metodologia qualitativa e o referencial sócio-histórico construcionista, sendo os instrumentos de coleta de dados: conversas, observações, participação no cotidiano, entrevistas semi-dirigidas e apreciação de documentos. Constata que a educação infantil no município é constituída predominantemente por instituições filantrópicas, que apresentam dificuldades em termos de recursos financeiros e de apoio funcional do poder público no que tange a orientação pedagógica, capacitação de profissionais e materiais de trabalho. Constata também que o principal motivador da existência da instituição pesquisada é o religioso, seguido da insuficiência de serviços públicos de atendimento... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work discusses the issue of child assistance in philanthropic institutions. It gives an overview about the history of such institutions in Brazil, the concept if childhood that underlies their existence and the form of assistance given. It presents the changes in the legislation and the social movements that fostered such transformations. Its focus is a study case of a philanthropic assistance institution in the city of Londrina, state of Paraná. It presents the social-historical context of the city and its assistance institutions, concentrating on those which provide assistance to children. Also, it presents the changes in the legislation regarding the shift of responsibility from the Secretariat of Assistance to the Secretariat of Education, as well as the transformations in the institutions according to the new legal demands. The work defines as its object of study to investigate the motivation of the people involved with philanthropic assistance in that institution and their concept of childhood and education. It uses qualitative methodology and a socio-historical constructivist framework. The following instruments were used to collect data: talks, observations, daily participation, semi-structured interviews and document analysis. The work verifies that child education in the city constitutes predominantly of philanthropic institutions which have difficulties regarding financial resources and functional support from the public sector as far as pedagogic orientation, professional qualification and work resources are concerned. It also verifies that the main motivating factor for the existence of the institution under study is religious, followed by the inadequacy of public assistance services... (Complete abstract, click electronic access below) / Mestre

A pesquisa que se insere na linha Infância, Juventude e Educação do Programa de Pós-Graduação em Educação, da Universidade do Estado do Rio de Janeiro/UERJ, teve por objetivo compreender as enunciações que professoras e estudantes de Pedagogia produziram nas discussões do Ciclo de Palestras Direitos Humanos e Educação Infantil: questões de raça, etnia, sexo e gênero, realizado na UERJ, durante cinco encontros quinzenais, sobre a questão raça e etnia, em 2013. O procedimento metodológico do Ciclo foi de palestras expositivas, sessões reflexivas que produziram amplo debate crítico com os 40 participantes. O material empírico analisado na dissertação foi composto pelas enunciações produzidas pelos participantes relativas às questões étnico-raciais: relatos de preconceito, discriminação e racismo. A pesquisa adotou uma abordagem qualitativa e procurou compreender as enunciações a partir do aporte teórico proposto por Bakhtin. Esta abordagem teórica dialogou com outras que subsidiaram o ciclo de palestras e as presentes no levantamento bibliográfico realizado (2003 2013), que visou observar a materialidade da Lei 10.639/13 e das DCNERER. A partir do corpus de enunciações da pesquisa elegemos três eixos temáticos: (1) As relações étnico-raciais no Brasil; (2) Práticas racistas e antirracistas na Educação Infantil e (3) A formação de professores para a educação das relações étnico-raciais. As análises apontaram que as atividades de problematização e discussão sobre o tema são importantes e necessárias, diante à lacuna de formação e conhecimentos especializados, em contraponto às dificuldades cotidianas e embaraços voltados às questões de raça e etnia vividas por professores e crianças negras ou não, no cotidiano das Instituições de Educação Infantil. Os participantes reconheceram o próprio despreparo para atuar frente às questões em estudo e propuseram estratégias de ação nas suas práticas pedagógicas com as crianças / This research is inserted in the Childhood, Youth and Education line of the Post-Graduation Program in Education of the State University of Rio de Janeiro (Universidade do Estado do Rio de Janeiro/UERJ) and aimed at comprehending the enunciations brought by pedagogy teachers and students to the debate at the Lectures Cycle Human Rights and Child Education: race, ethnic, sex and gender issues, which took place at UERJ, in five meetings held every 2 weeks, about race and ethnic issues, in 2013. The Methodological procedure of the Cycle was that of expositive lectures, reflexive sessions that produced a wide critical debate with all 40 attendees. The empirical material analyzed in this essay is compound of the enunciations produced by the attendees concerning ethic-racial issues: prejudice, discrimination and racism reports. This research has adopted a qualitative approach and has sought to comprehend the enunciations based on the theories of Bakhtin. Such theoretic approach is related to the ones used during the Lectures Cycles as well as with those found on the bibliographical setting that has been made (2003 2013), which tried to observe the materiality of the law 10.639/13 and also of the DCNERER. From the enunciations corpus of the research we have elected three thematic axis: (1) Racial relations in Brasil; (2) Racist and antiracist practices in child education and (3) Teachers education for the ethic-racial relations teaching. The analysis pointed out that the questioning activities and the discussion about the theme are important and necessary because of the gap in education and specialized knowledge as a counterpoint to the daily difficulties and embarrassments experienced by either teachers and children, black or not, in their everyday life at Child Education Institutions. The attendees have recognized their own lack of preparation to deal with the studied issues and have proposed strategies of action in their pedagogical practices with the children

A pesquisa que se insere na linha Infância, Juventude e Educação do Programa de Pós-Graduação em Educação, da Universidade do Estado do Rio de Janeiro/UERJ, teve por objetivo compreender as enunciações que professoras e estudantes de Pedagogia produziram nas discussões do Ciclo de Palestras Direitos Humanos e Educação Infantil: questões de raça, etnia, sexo e gênero, realizado na UERJ, durante cinco encontros quinzenais, sobre a questão raça e etnia, em 2013. O procedimento metodológico do Ciclo foi de palestras expositivas, sessões reflexivas que produziram amplo debate crítico com os 40 participantes. O material empírico analisado na dissertação foi composto pelas enunciações produzidas pelos participantes relativas às questões étnico-raciais: relatos de preconceito, discriminação e racismo. A pesquisa adotou uma abordagem qualitativa e procurou compreender as enunciações a partir do aporte teórico proposto por Bakhtin. Esta abordagem teórica dialogou com outras que subsidiaram o ciclo de palestras e as presentes no levantamento bibliográfico realizado (2003 2013), que visou observar a materialidade da Lei 10.639/13 e das DCNERER. A partir do corpus de enunciações da pesquisa elegemos três eixos temáticos: (1) As relações étnico-raciais no Brasil; (2) Práticas racistas e antirracistas na Educação Infantil e (3) A formação de professores para a educação das relações étnico-raciais. As análises apontaram que as atividades de problematização e discussão sobre o tema são importantes e necessárias, diante à lacuna de formação e conhecimentos especializados, em contraponto às dificuldades cotidianas e embaraços voltados às questões de raça e etnia vividas por professores e crianças negras ou não, no cotidiano das Instituições de Educação Infantil. Os participantes reconheceram o próprio despreparo para atuar frente às questões em estudo e propuseram estratégias de ação nas suas práticas pedagógicas com as crianças / This research is inserted in the Childhood, Youth and Education line of the Post-Graduation Program in Education of the State University of Rio de Janeiro (Universidade do Estado do Rio de Janeiro/UERJ) and aimed at comprehending the enunciations brought by pedagogy teachers and students to the debate at the Lectures Cycle Human Rights and Child Education: race, ethnic, sex and gender issues, which took place at UERJ, in five meetings held every 2 weeks, about race and ethnic issues, in 2013. The Methodological procedure of the Cycle was that of expositive lectures, reflexive sessions that produced a wide critical debate with all 40 attendees. The empirical material analyzed in this essay is compound of the enunciations produced by the attendees concerning ethic-racial issues: prejudice, discrimination and racism reports. This research has adopted a qualitative approach and has sought to comprehend the enunciations based on the theories of Bakhtin. Such theoretic approach is related to the ones used during the Lectures Cycles as well as with those found on the bibliographical setting that has been made (2003 2013), which tried to observe the materiality of the law 10.639/13 and also of the DCNERER. From the enunciations corpus of the research we have elected three thematic axis: (1) Racial relations in Brasil; (2) Racist and antiracist practices in child education and (3) Teachers education for the ethic-racial relations teaching. The analysis pointed out that the questioning activities and the discussion about the theme are important and necessary because of the gap in education and specialized knowledge as a counterpoint to the daily difficulties and embarrassments experienced by either teachers and children, black or not, in their everyday life at Child Education Institutions. The attendees have recognized their own lack of preparation to deal with the studied issues and have proposed strategies of action in their pedagogical practices with the children

THESIS TITLE Upbringing in a family of a child with a serious illness: the view of the parent and sibling ABSTRACT The diploma thesis deals with the topic of upbringing in a family of a child who has suffered from cancer as seen by their parents and siblings. The work is both theoretical and empirical. The theoretical part deals with the issue of upbringing in a family of a child with serious disease, sibling relationships and characteristics of cancer, especially leukemia. It also describes the role of family members, coping strategies and stress response. In this part of the thesis we also mention current research, organizations and projects, which focus on helping these families, especially to the siblings in these families. The aim of the empirical part is to find out and describe whether, from the parents' and healthy siblings' point of view, the parents have changed their parenting to children after a serious illness of a child started. The second goal is to find out how cancer affected siblings and their family relationships. The research investigation is of a qualitative nature. The data collection was carried out through semi-structured interviews, which were analyzed using grounded theory procedures. The interviews were conducted with 5 families. In each case we spoke to a parent and a healthy...