Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-09-30T21:45:27Z No. of bitstreams: 1 Disserta??o_Izenildes.pdf: 1777189 bytes, checksum: 0469e81124302d46cbc37e8f42673af7 (MD5) / Made available in DSpace on 2015-09-30T21:45:27Z (GMT). No. of bitstreams: 1 Disserta??o_Izenildes.pdf: 1777189 bytes, checksum: 0469e81124302d46cbc37e8f42673af7 (MD5) Previous issue date: 2015-07-28 / This research starts by assuming that children, as natural and cultural beings, need to interact and live with the natural world. This is one of the children?s unquestionable rights and it is a condition for their fully development. Children?s separation from nature is one of the features of contemporary childhood. It is a result of a long historical process that started with modernity which instrumentalized nature for merchandizing ends and withdrew human beings from its conviviality. The consequences of this vision for infant schooling are the increase of an education distant from life, performed in self-contained spaces that imprison the body which gives no regard to the specifics of children cultures, thus, it blocks up children?s potentialities for development. This research had the goal to systematize meanings and senses expressed by children when in presence and in action in green areas in order to discuss the way these senses contribute to his/her construction as multi-dimensional beings. Our research (of qualitative approach) took place at the Apito Children School, located in the municipality of Cama?ari, State of Bahia, Brazil, where we promoted participant observation in a five year old children class and facilitated a focal group with four educators and five trainees. Among its approaches, it included: first childhood environmental education; organization of learning environment; children as culture producers; sensibility development as a necessary condition for the growth of new ways of life. Data revealed that green areas are the ones most preferable by the children, in which they play, interact, imagine and create - places where their bodies move freely in accordance with their own desires and interests. Furthermore, through planting and care for animals spontaneous experiences, children learn about the natural world and practice a loving attention for other forms of life. Thus, conviviality with other beings and elements of nature is one of the most primal means in our humanization process. Composed by rational, bodily, spiritual and emotional dimensions, our humanity enhances and enlarges itself in interaction with the natural world, which we are part, resulting in ways of being regulated mostly by sensibility. / Este estudo parte do pressuposto de que as crian?as, enquanto seres constitu?dos de natureza e de cultura, necessitam de conv?vio com o mundo natural, sendo este um dos seus direitos inalien?veis e uma das condi??es para que elas se desenvolvam plenamente. O afastamento das crian?as da natureza ? uma das caracter?sticas da inf?ncia contempor?nea e ? resultado de um longo processo hist?rico, que, a partir da era moderna, instrumentalizou a natureza para fins mercadol?gicos e retirou o ser humano do seu conv?vio. Uma das consequ?ncias desta vis?o nas escolas da inf?ncia ? uma educa??o distante da vida, realizada em espa?os fechados que aprisionam o corpo, desconsideram as especificidades das culturas infantis, e, consequentemente, bloqueiam o desenvolvimento das potencialidades das crian?as. Esta pesquisa buscou sistematizar significados e sentidos expressos pelas crian?as quando convivem e atuam nas ?reas verdes e discutir de que modo estes sentidos contribuem para sua forma??o enquanto seres compostos de m?ltiplas dimens?es. A investiga??o, de natureza qualitativa, se deu na Escola Infantil Apito, no munic?pio de Cama?ari, Bahia, atrav?s da observa??o participante junto a uma turma de crian?as de cinco anos de idade e da realiza??o de um grupo focal com quatro educadoras e quatro estagi?rias. Teve, entre seus referenciais, os estudos sobre: a educa??o ambiental na primeira inf?ncia; a organiza??o dos ambientes de aprendizagem; a escuta das crian?as enquanto produtoras de cultura; o desenvolvimento da sensibilidade como condi??o necess?ria para constru??o de novos modos de vida. Os dados revelam que as ?reas verdes s?o espa?os amplamente preferidos pelas crian?as, nos quais elas brincam, interagem, imaginam e criam, onde o corpo se movimenta livremente a partir de seus desejos e interesses. Al?m disso, pelas experi?ncias espont?neas, de plantios e cultivos, de cuidado com os animais, as crian?as aprendem sobre o mundo natural e exercitam o cuidado amoroso com outras formas de vida. Nossa humanidade, constitu?da pelas dimens?es racional, corporal, espiritual, emocional, se amplia e se aprofunda a partir da integra??o com o mundo natural, do qual somos parte, resultando em modos de viver pautados, prioritariamente, pela sensibilidade. O conv?vio com os demais seres e elementos da natureza ?, portanto, um dos caminhos primordiais em nosso processo de humaniza??o.