Made available in DSpace on 2014-06-11T19:29:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-12-04Bitstream added on 2014-06-13T18:35:25Z : No. of bitstreams: 1 barros_fcom_me_assis.pdf: 1357885 bytes, checksum: 2d2b80ce8aa913c9616e91fb3a053992 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa, fundamentada na perspectiva histórico-cultural, tem como objetivo identificar as características do brincar das crianças nas idades de 6 e 7 anos, período de passagem da Educação Infantil para o Ensino Fundamental. Pretende, ainda, saber como os educadores oportunizam espaços para o brincar e como o fazem, investigando se é possível verificar os fatores delimitadores dessa prática. A escolha dessa faixa etária se justifica, considerando que as instituições escolares reduzem, cada vez mais, os espaços do brincar das crianças sob sua responsabilidade, haja vista, por exemplo, o recente parecer do Conselho Nacional de Educação (CNE/CEB n° 18/2005, Lei n 11.274 de 6/02/06, ainda não em vigor, em todo o território nacional), que acaba por priorizar a alfabetização, desconsiderando as especificidades próprias da criança. Nesse sentido, tanto a Educação Infantil como o Ensino Fundamental participam de um processo de preparação da criança para a alfabetização, priorizando o uso do material apostilado de ensino, destacado neste trabalho como um dos principais fatores delimitadores do brincar, principalmente na educação infantil. Para a realização da pesquisa, utilizou-se a abordagem etnográfica, concebida como um importante instrumento, pois possibilita maior interação com as complexidades e singularidades das relações sociais, viabilizando um estudo mais profundo e a construção de conhecimentos consistentes e científicos. Os procedimentos envolveram a observação participante, entrevistas semi-estruturadas com os professores, diários de campo e a elaboração de outras técnicas de coleta de dados. A partir da análise do material obtido foi possível verificar que o brincar... / Based on historical and cultural perspective the present research has as a purpose to identify characteristics of playing among children between 6 and 7 years old, a period of transition from Early Childhood Education to Elementary School. Nevertheless it intends to know how the educators suit rooms for playing and how they do it, investigating whether it is possible to verify the factors that line off that action. The choice of this age group is justified, considering that schools reduce the rooms for the children´s plays under their responsibility. For instance, the recent opinion of the National Education Council (CNE / CEB No. 18/2005, Law No 11,274 of 6/02/06, not yet in force throughout the national territory), has just prioritize the literacy, ignoring the child's own characteristics. Accordingly, both Early Childhood Education and Elementary School take part in a process of preparing the child for literacy, prioritizing the usage of school supplies of teaching, highlighted in this work as one of the main delimiting factors of playing, especially in early childhood education. It was used to carry out the research an ethnographic approach, conceived as an important instrument, which allows a greater interaction with the complexities and singularities of social relationships, enabling a deeper study and a construction of a consistent and scientific knowledge. The procedures involved participant observation, semi-structured interviews with the teachers, daily records and the development of other techniques for collecting data. It was possible to verify from the analysis of the material obtained that playing, as an essential activity to the child development, is still seen as a moment of energy drain or as a pedagogical tool of literacy which according to historical-cultural theory misreads its functions.

Made available in DSpace on 2014-12-17T15:38:34Z (GMT). No. of bitstreams: 1 ChristianaCP_TESE.pdf: 2108734 bytes, checksum: 102e886b7f28f0cd367708f6a4bf60ec (MD5) Previous issue date: 2010-09-23 / Funda??o de Amparo a Pesquisa do Estado da Bahia / This study aimed at exploring and describing children s perceptions in threatened natural settings, specifically, the Rain Forest in Brazil. Several studies point to the significance of perceptions for people s pro-environmental attitudes and actions. We try to understand the person-environment interaction from an ecological perspective, and we present theoretical references for the understanding of how crucial nature is for psychological development and well-being. The children s drawings, individual interviews, discussion groups, photographies and informal and indirect sources, as teachers, brought material for the analysis. Participated in our study, carried on through a multi-method strategy, 209 children from six to eleven years old, living in the neighborhood of the Biological Reserve of Una, State of Bahia, created to protect Rain Forest fragments. The Rain Forest landscape is well portrayed in children s drawings, the vegetal elements prevailing over artificial and human elements. The figured plants and trees, however, are pointed with no precision as to their species. Most of the defined species are eatable. The children seem to be aware of the environment degradation, and of the importance of its conservation, but they describe episodes of hunting and feeding wild threatened animals. Our results indicate a utilitarian trend in the perception of living beings, in terms of their immediate usefulness for people. The multimethod approach seems to be appropriate to the complexity of the theme; the methodological strategies were well accepted by the children, offering them opportunities to express themselves. We observed how children, in different life phases, organize natural elements and processes in their drawings, and how these images relate to the local landscape. We discuss the results in the light of theoretical references of personenvironment studies and from previous investigations about children s perceptions of natural environment / Este estudo visou explorar e descrever as percep??es infantis de ambientes naturais protegidos, especificamente da Mata Atl?ntica no Brasil. Muitos estudos apontam a import?ncia das percep??es nas a??es pr?-ambientais ou pr?-ecol?gicas. Buscamos compreender a intera??o pessoa-ambiente a partir de perspectiva ecol?gica, e apresentamos tamb?m referenciais te?ricos para a compreens?o de como a natureza ? crucial para o bem-estar e o desenvolvimento psicol?gico. Os desenhos das crian?as, acrescidos de entrevista, grupo de discuss?o, fotografias, al?m de fontes informais e indiretas, como as professoras, forneceram material para tal an?lise. Participaram desta investiga??o explorat?ria, conduzida mediante estrat?gia multim?todos, 209 crian?as entre seis e onze anos de idade, vivendo no entorno da Reserva Biol?gica de Una, Estado da Bahia, criada para proteger fragmentos de Mata Atl?ntica. A Mata Atl?ntica foi bem representada nos desenhos, os elementos vegetais predominando sobre os artificiais e humanos. Por?m, as plantas figuradas s?o assinaladas sem a precis?o de esp?cie. As esp?cies definidas, em sua maioria, s?o comest?veis. As crian?as parecem conscientes da degrada??o do ambiente e da import?ncia de sua conserva??o, mas tamb?m descrevem intera??es de ca?a e alimenta??o de esp?cies protegidas. Os resultados indicam tend?ncia utilitarista na percep??o dos seres vivos, quanto ? sua utilidade para as pessoas. A abordagem multim?todo foi adequada ? complexidade do fen?meno; as estrat?gias adotadas foram bem aceitas pelas crian?as e lhes ofereceram oportunidades para expressar-se. Observamos como as crian?as, em diferentes fases da vida, organizam os elementos e processos naturais em seus desenhos, e como estas imagens se relacionam ? paisagem local. Discutimos os resultados ? luz de referenciais te?ricos dos estudos pessoa-ambiente, e investiga??es precedentes acerca da percep??o infantil de ambientes naturais

In today´s Swedish preschools, there are numbers of products in daily use that carry hazard warnings. Some of these products are more accessible than others to pupils. From a safety standpoint, it is important that children understand these hazard pictograms and what they stand for. The aim of this study is to make visible different understandings that children have of hazard pictograms based on their knowledge and individual experience. Within the framework of variation theory, the study surveys variations in five-year-olds´ perceptions and understandings of hazardous chemicals based on their understanding of hazard pictograms. An interview-activity was undertaken among five-year-olds in all the preschools of one selected Swedish municipality. In the interview-activity, four hazard pictograms were selected as the objects of learning. Interviews were conducted with the five-year-olds in order to gain insight into their perceptions and understandings of these pictograms. An analysis of the empirical data allowed for these perceptions and understandings to be distinguished, identified and categorized.  In the result, a total of 19 categories emerged. Only one category specifically emerged as common to all four hazard pictograms. The result also showed that the majority of the five-year-olds were able to relate all four hazard pictograms to warnings of various kinds. What the five-year-olds had previously experienced influenced on how they perceived the hazard pictograms in this study.  From a safety standpoint, it is vital that preschool teachers are aware that children perceive hazard pictograms in various individual ways. Teaching the actual meaning of hazard pictograms is therefore a necessary part of preschool education. / I Sveriges förskoleverksamheter finns ofta produkter märkta med farosymboler av olika slag. Några är mer lättillgängliga än andra i förskolans verksamhet. Det blir därför viktigt att barn har kunskap om faropiktogram och dess betydelse, sett ur en säkerhetssynpunkt. Det är ett problemområde som studien valt att lyfta fram och undersöka, då barns olika uppfattningar implicerar individuell kunskap utifrån vad de tidigare fått erfara. Syftet med föreliggande studie är att bidra med kunskap om olika sätt på vilka femåringar kan uppfatta kemikalier utifrån fyra hälsofarligt klassade faropiktogram. Det variationsteoretiska perspektivet har setts som ett ramverk vilket hela studien grundas utifrån. Frågeställningar har kunnat besvarats genom en intervjuaktivitet, vilket genomförts på alla förskolor i en och samma kommun någonstans i Sverige och berört endast dess femåringar. Faropiktogram är det lärandeobjekt som specifikt använts i intervjuaktiviteten som stöd för att synliggöra hur femåringen uppfattar och därmed erfar de fyra olika faropiktogrammen. Analys av empiri har möjliggjort en urskiljning och därmed en identifiering genom att kategorisera femåringars olika sätt att uppfatta kemikalier, sett utifrån de fyra hälsofarligt klassade faropiktogrammen. Totalt kunde 19 kategorier av uppfattningar genom studien synliggöras, men endast en kategori var återkommande för alla fyra faropiktogrammen. Sammantaget visar resultatet att femåringar i den här studien, övervägande relaterar alla fyra faropiktogrammen till varningar av olika slag. Vad femåringarna tidigare fått erfara påverkade hur de uppfattade symboliseringen av de fyra faropiktogrammen i studien. Barns olika uppfattningar innehåller viktig kunskap som det i förskolans verksamhet blir nödvändigt att se till. Ett faropiktogram kan bli den enda varning ett barn får för att själv kunna avvärja en eventuell fara.