Cette étude vise à explorer le caractère acculturant de pratiques scolaires ordinaires utilisant la littérature de jeunesse en classe de cours préparatoire. Adossée à la recherche LireÉcrireCP, elle compare dans une démarche à la fois écologique et quantitative les pratiques de deux groupes de classes à l’efficacité contrastée. Trois pratiques sont étudiées dans ce travail : la lecture offerte, la séance de découverte de texte et l’implantation d’une bibliothèque de classe. Le corpus est composé des 15 classes qualifiées, par la recherche LireÉcrireCP, comme les plus efficaces et les 15 les moins efficaces. L’efficacité est mesurée en fonction de la progression des élèves, évalués en début et fin d’année, et attribuable uniquement à l’enseignant, ce qu’on peut nommer aussi l’effet-enseignant. Les résultats montrent que dans le groupe des classes les plus efficaces, et contrairement au deuxième groupe, les pratiques étudiées comportent une dimension qui cultive la lecture privée chez les élèves. L’acculturation est alors caractérisée par la mise en œuvre de situations rituelles mettant en scène la pratique culturelle de lecture pour soi dans ses trois composantes indissociables : subjective, sociale et cognitive. L’étude est prolongée par une analyse qualitative des pratiques des maitres du groupe le plus efficace. Elle montre que la modélisation de l’activité de l’élève est assurée par un étayage serré de l’enseignant et que celui-ci repose sur la mise en scène des corps, des réifications et sur la verbalisation. L’analyse de l’étayage langagier montre enfin que, dans ces classes, les oraux qui entourent les lectures de littérature de jeunesse sont particulièrement réflexifs et relèvent d’une compétence professionnelle particulière consistant à étayer la construction négociée d’un point de vue où la reformulation et la structuration du discours sont essentielles. / The purpose of this study is to explore the acculturating features of some teaching practices using youth literature in the 1st year. Reinforced by the research LireÉcrireCP, it compares the practices of two different groups of classes of different efficiency within a quantitative approach without impact on the teachers’ practices. Three different types of practice are studied in this research: the reading by the teacher for pupils, the lessons of text exploration, and the implementation of a library within the classroom. In our study, according to the LireÉcrireCP research, 15 classes are recognised as the most efficient ones, and 15 others as the less efficient ones. The efficiency is assessed according to the progression made by the pupils attributable only to the teacher, so-called the teacher’s effect. This progression is assessed at the beginning and at the end of the school year. In contrast with the less efficient group of classes, the results observed in the most efficient group of class show that the investigated practices help to develop and cultivate reading for personal purpose of pupils. The acculturation is therefore characterised by the implementation of rituals featuring the cultural practice of reading for personal purpose with its three indissociable components: subjective, sociable, and cognitive. The study is extended by an investigation of the teachers’ practices within the most efficient groups. It highlights that shaping of the pupils’ activity is ensured by a strong scaffolding of the pupils by the teacher. This scaffold must rest upon the acting, on the reification, and on the verbalisation. Lastly, the analysis of the language’s scaffold shows that in these classes, the oral activity that complements the reading of youth literature is particularly thinking demanding and depends on the supporting skills of the teacher for the construction of the point of view where reformulating and structuring the pupil’s speech are essential.

Syftet med den här studien är att undersöka hur tre lärare i årskurs 1 arbetar med läsmotivation. Vidare är syftet att undersöka om pojkar och flickor motiveras till läsning på samma sätt. Läsförmåga är en förutsättning för att kunna leva och verka i ett samhälle, eftersom läsning är centralt i människors liv. Det framgår dock av PIRLSresultat från 2016 att flickor presterar bättre än pojkar när det kommer till läsning. Jag vill därför undersöka hur lärare motiverar elever till läsning. Den här studien baseras på tre observationer och tre intervjuer med yrkesverksamma lärare. Observationerna dokumenteras i observationsscheman utifrån bestämda händelser, och intervjuerna spelas in och transkriberas. Resultatet visar att flickor och pojkar generellt inte motiveras till läslust på samma sätt. Det som motiverar elever till läsning är individuellt och beror inte på kön. Elever motiveras till läsning genom att lärare bland annat förklarar nyttan av att kunna läsa samt genom att eleverna själva får välja böcker.

xv, 110 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / In this dissertation study, the efficacy of Vocabulary Enhanced Systematic and Explicit Teaching Routines (VE SETR) as a vocabulary intervention was examined for first grade Spanish-speaking English Language Learners (ELLs). The quasi-experimental study included two groups of elementary students in two schools that had an "early exit" Spanish language arts programs, meaning students are instructed in their native languages for the purposes of early reading instruction for 2-3 years before they are transitioned to reading in English. The study examined the efficacy of a 15 minute daily vocabulary intervention using VE SETRs to enhance the vocabulary instruction in a first grade Spanish reading program. The VE SETR treatment cohort of students received 75 minutes of core reading instruction using the Macmillan McGraw-Hill reading curriculum, Tesoros, in conjunction with systematic and explicit teaching routines (SETR) that addressed all areas of reading instruction (e.g., phonics, phonemic awareness, fluency, vocabulary and comprehension) plus 15 minutes of small group VE SETR instruction. The SETR comparison group received 90 minutes of the general core-reading curriculum using Tesoros and the SETRs only, without the 15 minutes of vocabulary enhanced instruction. The study examined whether the VE SETR intervention improved vocabulary development for students in the VE SETR treatment cohort. Assessment measures included the Bilingual Verbal Ability Test (BVAT), the Test de Vocabulario en Imagenes Peabody PVT-III (TVIP), Indicadores Dinámicos del Éxito en la Lectura (IDEL) oral reading fluency measure and the Depth of Knowledge (DOK) measure. Research findings indicated a statistically significant difference in favor of VE SETR treatment on students' ability to define and use target vocabulary words as measured by the Depth of Knowledge assessment. However, the VE SETR treatment had no statistically significant effect on the treatment students' oral reading fluency and on their receptive vocabulary as measured by the TVIP, or their bilingual verbal ability as measured by the BVAT. Overall, the VE SETR treatment had a positive effect for the VE SETR treatment group on one of the four measures. / Committee in charge: Edward Kameenui, Chairperson, Special Education and Clinical Sciences; Gerald Tindal, Member, Educational Leadership; Paul Yovanoff, Member, Educational Leadership; Scott Baker, Member, Not from U of 0; Robert Davis, Outside Member, Romance Languages

xiii, 126 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Given the staggering prevalence of 12-22% of school children with mental health problems and the paucity of effective mental health services available, it is essential that professionals examine alternative methods for providing social and emotional support to children (Greenberg, Bumbarger, & Domitrovich, 2001). Rather than continuing with a service delivery approach that is reactive, fragmented, and inefficient, professionals are called to consider a more preventive approach that ensures the health of all children. A public health model of intervention can provide a conceptual framework for mental health service delivery in its aim to serve an entire population and to provide multi-tiered support (universal, targeted, indicated) that increases in intensity based on the needs of individual persons (Coie et al, 2000). Members of the Oregon Resiliency Project, a research effort at the University of Oregon, have spent the last several years developing one such set of SEL curricula, appropriate for children in grades pre-k-12, the Strong Kids programs, Strong Start: K-2 , (Merrell, Parisi, & Whitcomb, 2007), is a component of Strong Kids , developmentally applicable to kindergarten through second grade students. The purpose of this study was to implement a pilot or feasibility study that examined the impact of Strong Start on first grade students' social-emotional knowledge skills, with a particular emphasis on emotion knowledge, social behavior and affect. Pretest data collection of Strong Start began in Fall 2007 in 4 classrooms in a suburban, northwestern school district. Implementation of the intervention occurred in Winter 2008 and posttest data were gathered in Spring 2008. Results indicated that Strong Start was implemented with integrity, and that significant increases in students' knowledge about emotion situations and significant decreases in students' internalizing behaviors were associated with exposure to the program. Limitations of this study as well as directions for future research are discussed. / Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Cynthia Anderson, Member, Special Education and Clinical Sciences; Elizabeth Stormshak, Member, Counseling Psychology and Human Services; John Seeley, Member, not from U of 0; Sara Hodges, Outside Member, Psychology

xiii, 171 p. : ill. / Although there is arguably substantial evidence in the literature on what works for students at risk of reading failure, the evidence on effective interventions for English-language learners (ELs) is rather meager. Moreover, there are limited curriculum programs and instructional materials available to support schools in the inclusion of ELs in reading-reform efforts. This study examined the efficacy of a systematic transition intervention designed to increase the early literacy achievement of Spanish-speaking ELs in transitional bilingual programs. The intervention included a set of 12 scripted transition lessons that made explicit for ELs the orthographic, lexical, and syntactic differences between Spanish and English. In addition, the lessons addressed the story content knowledge and vocabulary and academic language necessary to ensure that ELs could access the English literacy curriculum and classroom discourse. Seventy-eight first-grade ELs identified as at risk for reading difficulty were randomly assigned to receive either the transition lessons in the treatment condition or the standard school-based intervention in the control condition. Students in both conditions received 60 thirty-minute sessions of small-group instruction as a supplement to their first-grade core reading program. Instruction in both conditions was explicit and focused on the core reading components (i.e., phonemic awareness, phonics, word work, fluency, vocabulary, and comprehension). Student performance was measured on the following dimensions of early reading: (a) phonemic decoding and word reading, (b) oral reading fluency, (c) vocabulary development, and (d) comprehension. In addition, fidelity of implementation, time devoted to the different literacy components, and feasibility of implementation data were collected during and after the study. A gain-score analysis was employed in this study to compare the effect of the treatment (transition lessons) and control (standard school-based intervention) conditions on scores obtained from the pretest and posttest measures of reading achievement. The results indicated that the difference in gain scores between the treatment and control conditions was not statistically significant on any of the measures utilized in the study. Therefore, the transition intervention did not appear to be more effective than the typical school-based intervention. Findings are discussed in light of current research on improving the academic performance of ELs. / Committee in charge: Dr. Edward J. Kame‘enui, Chair; Dr. Roland H. Good, III, Member; Dr. Elizabeth Harn, Member; Dr. Doris A. Baker, Member; Dr. Robert R. Davis, Outside Member

The goal of my diploma thesis is to explore the ideas of children about health, movement and sport. The thesis includes the explanation of children?s understanding of these terms. It also examines the influence of family, school, television and their surroundings on these ideas. 115 pupils attending third grade of elementary school (aged 8 to 9 years) were subject to the study. The method of questionnaire survey was used in the research. The thesis concludes that pupils of third grade have quite good opinion on health, movement and sport. Other revelation is that most children at this age do sports in their spare time. Insufficiency in healthy alimentation was discovered.

This research was carried out aiming to evaluate the relationship among working memory, phonological awareness and the writing hypothesis in preschoolers and first graders. The sample was compound of 90 students belonging to state schools, distributed in seven geographical urban areas from Santa Maria/RS, who presented typical linguistic development. Forty students were preschoolers average age of six, and 50 were first graders with average age of seven. The sample was submitted to the evaluation of the abilities of working memory based on the Working Memory Model, Baddeley (2000), involving Phonological loop. Phonological loop was evaluated using the Auditory Sequential Test, subtest 5 of Illinois Test of Psycholinguistic Abilities (ITPA), Brazilian version carried out by Bogossian and Santos (1977), and the Meaningless Words Memory Test carried out by Kessler (1997). Phonological awareness abilities were studied using the Phonological Awareness: Instrument of Sequential Assessment (CONFIAS) elaborated by Moojen et al. (2003), considering tasks of syllabic and phonemic awareness. The writing was featured according to the proposal of Ferreiro and Teberosky (1999). The findings were analyzed using non-parametric and parametric tests with Statistics Software SPSS 8.0. Preschoolers presented capacity of repeating sequences of 4,80 digits and 4,30 syllables. In phonological awareness, the performance in level of syllables was 19,68 and 8,58 in phoneme level. They also showed pre-syllabic writing hypothesis. On the first grade, students repeated, in average, sequences of 5,06 digits and 4,56 syllables. They presented 31,12 in phonological awareness at syllable level, and 16,18 at phoneme level. Besides, they also showed alphabetic writing hypothesis. The results show that working memory performance, phonological awareness and writing level have an inter-relation, and are related to chronological age, consequent maturity and increase in the school level. / Este estudo teve por objetivo verificar a relação entre a memória de trabalho, a consciência fonológica e a hipótese de escrita, em alunos de pré-escola e primeira série. A amostra foi composta de 90 alunos da rede estadual de ensino, distribuídos entre as sete áreas geográficas da zona urbana, do município de Santa Maria/RS, que apresentavam desenvolvimento lingüístico típico. Destes, 40 alunos eram da pré-escola, com idade média de seis anos, e 50 eram da primeira série, com idade média de sete anos. A amostra selecionada foi submetida à avaliação das habilidades de memória de trabalho com base no Modelo de Memória de Trabalho de Baddeley (2000), envolvendo a Alça Fonológica. A Alça Fonológica foi avaliada através do subteste cinco, de Memória Seqüencial Auditiva do Teste Illinois de Habilidades Psicolinguísticas (ITPA), adaptação brasileira realizada por Bogossian e Santos (1977), e do Teste de Memória com Palavras sem Significado, elaborado por Kessler (1997). As habilidades de Consciência Fonológica foram estudadas a partir do teste Consciência Fonológica: Instrumento de Avaliação Seqüencial (CONFIAS), elaborado por Moojen et al. (2003), considerando tarefas de consciência silábica e fonêmica. A escrita foi caracterizada conforme a proposta de Ferreiro e Teberosky (1999). Os resultados foram analisados, através de testes não-paramétricos e paramétricos, com o Software Estatístico SPSS versão 8.0. Os alunos de préescola apresentaram capacidade de repetir seqüências de 4,80 dígitos e 4,30 sílabas; em consciência fonológica, o desempenho em nível de sílabas foi de 19.68 e 8,58, em nível de fonemas; e hipótese de escrita pré-silábica, em sua maioria. Na primeira série, os alunos repetiram, em média, seqüências de 5,06 dígitos e 4,56 sílabas, apresentaram desempenho de 31,32, em consciência fonológica em nível de sílabas, e 16,18, em nível de fonemas; e hipótese alfabética de escrita. Concluise que o desempenho em memória de trabalho, consciência fonológica e nível de escrita se inter-relacionam, bem como estão relacionados com a idade cronológica, conseqüente maturidade e aumento do nível de escolaridade.

O presente estudo, de natureza qualitativa, foi desenvolvido entre 2012 e 2013, com professoras das séries iniciais do Ensino Fundamental, de uma escola da rede estadual de ensino de São Paulo. Adotando como referência o ponto de vista das professoras, buscou-se discutir o papel, em sua prática de ensino da Matemática, das concepções e do modo de ensinar sugeridos pelos programas curriculares oficiais, e dos saberes e concepções decorrentes de sua própria história, englobando sua formação inicial e sua experiência docente; discutiu-se, também, o papel da formação continuada, que recebem na instituição em que lecionam, cujo propósito principal é prepará-las para lidar com as orientações oficiais para o ensino de Matemática. O desenvolvimento da pesquisa teve como referência estudos como os de Fiorentini (1995, 2003), Abreu (1995, 2000), Curi (2005), Garcia Blanco (2003), Ponte (1992, 1999, 2012), Nacarato, Mengali e Passos (2009), Canavarro (2003), Tardif (2010, 2012), Nóvoa (2012), Chacon (2003) e Sacristán (1998), dentre outros, e a utilização de questionários, entrevistas e aplicação de um caso de ensino. Esses instrumentos de coleta de dados tiveram como objetivo captar as concepções e ideias dos sujeitos sobre a Matemática e seu ensino, sobre sua formação inicial e continuada, os saberes que priorizam e que lançam mão para sua tarefa letiva, e sobre o modo como articulam as propostas e concepções dos programas curriculares oficiais nesse contexto. Os resultados revelaram algumas incoerências entre o discurso das professoras e a prática letiva proposta pelos documentos oficiais, ou seja, ao planejar e refletir sobre sua tarefa educativa, as professoras trouxeram, com muita ênfase, concepções provenientes de diversas fontes - seu modo de ser, fazer e de entender a Matemática, - independentemente das orientações curriculares oficiais que recebem. Os dados também tornaram evidente a fragilidade da formação continuada oferecida na escola, no sentido de ajudar as professoras a refletir e tomar consciência de suas próprias concepções, das concepções presentes nos documentos oficiais e de estabelecer uma relação comparativa entre ambas, a fim de que pudessem transformar e criar situações didáticas coerentes com a abordagem proposta pelas orientações oficiais para o ensino de Matemática. / The present qualitative research was carried out between 2012 and 2013 with teachers who have worked at the first grades of Elementary School at a public school in São Paulo. Having as a reference the teachers\' viewpoints on their own practices concerning the teaching of Mathematics, the study aimed at discussing the value and the role of the concepts as well as the teaching procedures that are suggested in the official educational guides and the knowledge and the concepts which originate from their own history, including their initial education and experiences as teachers. It also aimed at discussing the role of the continuing education teachers are offered in the places where they work, which has as its main objective to prepare them to deal with the official orientations. The development of this research had the studies of Fiorentini (1995, 2003), Abreu (1995, 2000), Curi (2005), Garcia Blanco (2003), Ponte (1992, 1999, 2012), Nacarato, Mengali & Passos (2009), Canavarro (2003), Tardif (2010, 2012), Nóvoa (2012), Chacon (2003) and Sacristán (1998), among others, as its theoretical support, and the use of questionnaires and interviews as well as the application of a teaching case. Those tools for data collection were used as a means to gather the subjects\' concepts and ideas about Mathematics and its teaching, about their initial and continuing education, the knowledge that they favor, which one they put into practice, and the way they articulate the proposals and concepts of the official syllabus guides in that context. The results revealed some inconsistencies between teachers\' discourses and the teaching practices suggested in the guides, i.e. while planning and reflecting upon their pedagogical task, teachers emphatically presented concepts which originated from different sources - their way of being, doing, and understanding Mathematics -, independently of the official syllabus orientation they have received. The data also made it evident the fragility in the continuing education offered by the school as an attempt to help teachers reflect upon and raise awareness of their own concepts and of the concepts presented in the guides as well as to establish a comparative relationship between them so that they could transform and create educational moments which are coherent to the official orientations for the teaching of Mathematics.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-09-06T17:08:06Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇAO BARBARA SABRINA DE SOUZA (1).pdf: 2461005 bytes, checksum: 9be0bb4d4b031ef32f7f674b8225f0f8 (MD5) / Made available in DSpace on 2016-09-06T17:08:06Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇAO BARBARA SABRINA DE SOUZA (1).pdf: 2461005 bytes, checksum: 9be0bb4d4b031ef32f7f674b8225f0f8 (MD5) Previous issue date: 2011-12-27 / FACEPE / A presente pesquisa teve como objetivo acompanhar o percurso de duas turmas de crianças em sua transição da Educação Infantil para o Ensino Fundamental, analisando, especificamente, as práticas de leitura e escrita desenvolvidas nestes dois segmentos educacionais. Também foi objetivo da pesquisa conhecer o ponto de vista das crianças em relação a esta transição. No marco teórico, partimos de uma perspectiva histórica do conceito de infância, assim como assumimos o brincar como uma das especificidades desta etapa. No que refere ao trabalho com linguagem escrita, enfatizamos a necessidade de inclusão de práticas de alfabetização e letramento desde a Educação Infantil. Os procedimentos metodológicos envolveram a observação de 10 aulas de duas turmas da Educação Infantil (uma sala de uma escola pública e outra sala de uma escola privada). Também foram conduzidas 10 observações nos dois grupos do Ensino Fundamental para onde seguiram as crianças vindas da Educação Infantil, envolvendo, igualmente, uma sala de escola pública e outra privada. Finalmente, foram realizadas entrevistas semi-estruturadas com as professoras dos dois segmentos e com as crianças que participaram dessa trajetória. A análise dos dados evidenciou uma semelhança entre as concepções de aprendizagem de leitura e escrita das professoras dos dois níveis de ensino. Neste sentido, foi observado tanto na Educação Infantil, quanto no Ensino Fundamental, um modo de ensino muito transmissivo, em que as crianças eram pouco estimuladas a pensar sobre a língua e em que as práticas observadas valorizavam a repetição, a acumulação e a memorização de informações passadas pela professora. Evidenciamos ainda, nos dois segmentos, poucos eventos nas quais as crianças eram solicitadas a escrever palavras a partir de suas próprias hipóteses e um baixo investimento nas atividades de produção individual e coletiva de textos, bem como falta de clareza das professoras sobre como conduzir atividades desse tipo. Com base nas observações conduzidas nesta pesquisa, a entrada no Ensino Fundamental para as crianças oriundas da escola pública representou a perda de uma rotina organizada, de uma sala e de uma escola com bom espaço físico e de uma interação muito positiva com a professora. O tempo para as brincadeiras também diminuiu mas, neste caso, o mesmo ocorreu com as crianças que estavam na escola privada. Com relação às impressões das crianças sobre a transição para o Ensino Fundamental, foi destacada a diminuição dos momentos de brincadeiras, bem como a maior quantidade de tarefas escolares, tanto no contexto público, quanto no privado. Ainda segundo elas, as tarefas referentes à escrita eram mais difíceis no Ensino Fundamental e as professoras liam menos livros de história. Esperamos que os pontos evidenciados e discutidos nesta pesquisa contribuam para ampliar nosso conhecimento acerca das práticas pedagógicas que tem tido lugar na Educação Infantil e no Ensino Fundamental, favorecendo um diálogo necessário entre esses dois segmentos educativos, em especial, no que se refere à aprendizagem da leitura e escrita. / This study aimed to follow the course of two classes of children in their transition from kindergarten to elementary school, examining specifically the practices of reading and writing developed in these two educational segments. It was also the purpose of the research know the point of view of children in relation to this transition. In the theoretical framework, we start from a historical perspective of the concept of childhood as well as assume children´s play as the specifics of this step. With regard to work with written language, we emphasize the need for inclusion of literacy practices from early childhood education. The methodological procedures involved the observation of 10 lessons of two classes of kindergarten (one room of a public school and another room for a private school). Ten observations were also conducted in two groups of elementary school where children welcome followed from kindergarten, involving also a public school room and a private one. Finally, there were semi-structured interviews with teachers of the two segments and with the children who participated in this course. Data analysis revealed a similarity between the teachers’ conceptions of learning to read and write, at both levels of education. In this sense, was observed both in kindergarten, and in elementary school, a very transmissive mode of teaching, in which children were not much encouraged to think about language and the practices observed valued repetition, accumulation and memorization of information passed by the teacher. We also see in the two segments, few events in which children were asked to write words from their own assumptions, a low investment in individual or group writing texts activities and a lack of clarity from the teachers about how to conduct activities of this type. Based on observations conducted in this study, entry into elementary school for children from public school represented the loss of an organized routine, a room and a school with good space and a very positive interaction with the teacher. The time for play also decreased, but in this case, the same happened with the children who were in private school. With regard to the impressions of children about transition to elementary school, they highlighted a decrease of the moments of play, as well as a increase in the amount of homework, both within the public and the private contexts. Also according to them, the writing tasks were more difficult in elementary school and the teachers read fewer stories books. We hope that the points highlighted and discussed in this research will contribute to enlarge our knowledge about teaching practices that have taken place in kindergarten and elementary school, fostering the necessary dialogue between these two segments of education, especially in regard to learning to read and write.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-08-08T14:51:26Z No. of bitstreams: 1 brunomunizfigueiredocosta.pdf: 4279439 bytes, checksum: 985eddd7a8145d780b6875a8fe0d77d6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-08-08T14:52:30Z (GMT) No. of bitstreams: 1 brunomunizfigueiredocosta.pdf: 4279439 bytes, checksum: 985eddd7a8145d780b6875a8fe0d77d6 (MD5) / Made available in DSpace on 2018-08-08T14:52:30Z (GMT). No. of bitstreams: 1 brunomunizfigueiredocosta.pdf: 4279439 bytes, checksum: 985eddd7a8145d780b6875a8fe0d77d6 (MD5) Previous issue date: 2016-03-08 / PROQUALI (UFJF) / Esta pesquisa tem como objetivo compreender as vivências da Geografia Escolar pelas crianças no primeiro ano do Ensino Fundamental a partir do seu protagonismo. Inspirada em princípios qualitativos, tem na Etnografia sua base metodológica, enfocando especialmente o trabalho realizado em duas escolas públicas de Juiz de Fora (MG). Assim, busca aproximar-se dos significados que as crianças atribuem a este campo de saber nas práticas escolares, colocando-os em diálogo com alguns discursos adultos constituintes da Geografia Escolar. Tomando como referencial teórico os estudos da infância e, em especial, a Geografia da Infância, traz as vozes das crianças, sujeitos centrais no processo de antecipação do ingresso obrigatório no Ensino Fundamental para os seis anos de idade. Os achados da investigação foram organizados em três campos interpretativos que reorientam o olhar sobre a política de antecipação do ingresso obrigatório no Ensino Fundamental, bem como a Geografia Escolar com crianças. / This work has aimed to understand the experiences of School Geography by children in the first grade of Elementary School from their role. Inspired by qualitative principles, it has in Ethnography its methodological basis, especially focusing on the work carried out in two public schools in Juiz de Fora (MG). Thus, it seeks to approximate the meanings that children attribute to this field of knowledge in school practices, putting them in dialogue with adults speeches constituents of School Geography. Taking as the theoretical reference childhood studies and in particular the Geography of Childhood, it brings children's voices, central subjects in anticipation process of compulsory admission to the Elementary school for six years of age. The findings of the investigation were organized in three interpretative fields that redirect the look on anticipating policy of compulsory entry in Elementary Education, as well as the School Geography with children.