O presente trabalho na área de Psicologia e Educação tem como objeto de estudo práticas de mediação de uma professora em conjunto com a pesquisadora, visando melhorar o envolvimento das crianças durante as atividades. O campo de investigação é a educação infantil de uma EMEI na cidade de São Paulo. Os sujeitos da pesquisa são crianças de 4 e 5 anos e a professora da turma. O estudo enquadra-se na modalidade de pesquisa educacional, que discute prática de melhor qualidade, sustentadas nos saberes praxiológicos, tendo como pressupostos a educação democrática, que acredita na criança como ator social, atuante em seu processo de aprendizagem, subsidiada por uma pedagogia para a criança participativa. A pesquisa adotou uma concepção de educação com base na experiência que requer um currículo para a criança participativa sustentada por Dewey (1959a, 1959b, 1973, 1976). A prática pedagógica concebe a mediação como eixo de aprendizagem baseado em Vygotski (1978, 1995, 1999) e a brincadeira na educação infantil como possibilidade de aprendizagem. A metodologia baseou-se no paradigma qualitativo e na utilização de um estudo de caso com o uso de pesquisa-ação, observando as orientações de Elliott (2000a, 2000b), Kemmis e Smith (2008) e Máximo-Esteves (2008), o que exigiu um compromisso ético e uma investigação colaborativa entre a pesquisadora e a professora. O tempo estendido por mais dois anos (2010 e 2011) possibilitou mudanças da práxis pedagógica. Como ferramenta para a coleta de dados, foram utilizadas na investigação a escala criança-alvo (Target), nos itens correspondentes ao envolvimento da criança e suas interações, e a escala de empenho do adulto (LAEVERS, 1994; PASCAL; BERTRAM, 1999). Durante a análise, pesquisadora e professora realizaram planejamentos e avaliaram conjuntamente as ações. Para a triangulação de dados, foram utilizadas as vozes das crianças, da professora, da pesquisadora e dos pais dos alunos. Os resultados estão divididos em três eixos de discussões, baseados na teoria de Lev S. Vygotski, tendo sido analisadas as práticas de mediações entre sujeitos, signos e instrumentos. Assim, as mediações foram discutidas em parceria estabelecida entre a professora e a pesquisadora, no sentido de possibilitarem um envolvimento mais significativo da criança na organização de um ambiente com materiais diversificados, por meio da utilização de signos e da interação de parceiros mais experientes. As ações colaborativas de empenho do adulto favoreceram o interesse das crianças, possibilitando a vivência de experiências em plenitude na participação do contexto educativo. / The work in the field of Psychology and Education has as its object of study, practices mediation of a teacher in conjunction with the researcher to improve the involvement of children during activities. The field of research is in early childhood education in a EMEI in São Paulo. The research subjects are 4-5 years old children and the teacher. The study fits in the educational research modality which discusses practice of best quality, sustained by the praxeological knowledge, having as assumptions, the democratic education that believes in the child as a social actor, who participates in the learning process, supported by pedagogy for the participative child. The research adopted a concept of education based on an experience that requires a curriculum for the participative child sustained by Dewey (1959a, 1959b, 1973, 1976). The pedagogical practice conceives the mediation as the axis of learning based on Vygotsky (1978, 1995, 1999) and the prank in early childhood education as possibilities of learning. The methodology was based on the qualitative paradigm, in the use of a case study using action research, observing the guidelines of Elliott (2000a, 2000b), Kemmis and Smith (2008) and Maximo-Esteves (2008), in which an ethical commitment and a collaborative investigation between the researcher and the teacher is required. The length of time longer than two years (2010 and 2011) allowed changes of pedagogical praxis. As a tool for data collection, the child scale target (Target) was used in the investigation, in the corresponding items to the involvement of children and in their interactions and the scale of commitment of adult was also used (LAEVERS, 1994; PASCAL; BERTRAM 1999). During the investigation, the researcher and the teacher performed planning and jointly assessed the actions. For the triangulation of data was used the voices of the children, the teacher, the researcher and the parents. The results are divided into three areas of discussion, based on the theory of Lev Vygotsky, in which we analyzed the practices of mediation between subjects, signs and instruments. Thus, the mediations were discussed in a partnership between the teacher and researcher in the sense of allowing greater involvement of the child in organizing an environment with diverse materials, through the use of signs and the interaction of more experienced partners. The actions of collaborative effort made by the adults favored the interests of children, enabling a full experience concerning the participation in the educational context.

Submitted by Igor Lula Pinheiro Silva null (igorlulaps@gmail.com) on 2018-03-18T21:33:31Z No. of bitstreams: 1 Dissertacao_Igor-Lula.pdf: 816978 bytes, checksum: 6f8c32dc6109f3c8b4b06e3750e7a6a5 (MD5) / Approved for entry into archive by Milena Maria Rodrigues null (milena@fclar.unesp.br) on 2018-03-19T13:41:35Z (GMT) No. of bitstreams: 1 silva_ilp_me_arafcl.pdf: 816978 bytes, checksum: 6f8c32dc6109f3c8b4b06e3750e7a6a5 (MD5) / Made available in DSpace on 2018-03-19T13:41:35Z (GMT). No. of bitstreams: 1 silva_ilp_me_arafcl.pdf: 816978 bytes, checksum: 6f8c32dc6109f3c8b4b06e3750e7a6a5 (MD5) Previous issue date: 2018-03-05 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / O presente trabalho tem como objetivo compreender alguns fundamentos do debate teórico-metodológico estabelecido entre Walter Benjamin (1892-1940) e Theodor Adorno (1903-1969) sobre a dialética. Este debate foi documentado nas correspondências trocadas entre ambos durante a década de 1930 e repercute diretamente nos textos produzidos por cada um deles nesse mesmo período, revelando determinadas convergências e divergências que permeiam aspectos fundamentais da dialética. A seguir, o problema da pesquisa e os elementos teórico-metodológicos apresentados estão dispostos em uma constelação estratégica para se realizar um estudo a respeito de alguns desdobramentos da dialética no âmbito da teoria crítica. Partimos da observação de que os escritos da década de 1910 e início da década de 1920 do jovem Benjamin apresentam uma concepção de linguagem e crítica de arte que extrai sua vitalidade de uma determinada forma de imediatez em relação ao objeto. Entretanto, na década de 1930, ao considerar metodologicamente os ensaios mais recentes de teoria estética e crítica literária de Benjamin, Adorno observa que a relação de imediatez com o objeto é incompatível com a dialética materialista, sendo imprescindível realizar uma mediação do objeto com o processo social total. Após traçar esse panorama, o problema em questão é remetido aos textos programáticos em que ambos elaboram suas respectivas tarefas filosóficas, com o intuito de compreender o sentido da dialética no pensamento dos autores naquele contexto. / The present work aims to understand some foundations of the theoretical-methodological debate established between Walter Benjamin (1892-1940) and Theodor Adorno (1903-1969) on dialectics. This debate was documented in the correspondences exchanged between them during the 1930s and directly affects the texts produced by each of them during the same period, revealing certain convergences and divergences that permeate fundamental aspects of dialectics. In what follows, the research problem and the presented theoretical-methodological elements are arranged in a strategic constellation to carry out a study about some developments of dialectics in the scope of the critical theory. We begin with the observation that the writings of the young Benjamin in the 1910s and early 1920s present a conception of language and art criticism that extracts their vitality from a certain form of immediacy in relation to the object. However, in the 1930s, when considering methodologically Benjamin's most recent essays on aesthetics and literary criticism, Adorno notes that the relation of immediacy to the object is incompatible with materialist dialectics, and it is essential to mediate the object with the social process in its totality. After picturing this panorama, the problem in question is referred to the programmatic texts in which both elaborate their respective philosophical tasks, in order to understand the meaning of dialectics in the thought of the authors in that context.

Esta dissertação apresenta uma abordagem sócio-histórica e tem como objeto gerador de reflexões o teatro de rua. Discute a tecnologia como mediadora de saberes, processos e fazeres humanos, trabalha o conceito de Certeau que pensa o espaço como lugar praticado e aborda os sujeitos como portadores de qualidades responsáveis e responsivas, pois considera que a existência do sujeito se dá, pelo contato, relação e resposta ao outro (a). Para pensar a tecnologia no teatro de rua, esta pesquisa apresenta a descrição de observações e a transcrição de entrevistas feitas com dois grupos de teatro de rua da cidade de Curitiba-PR. Dialoga com autores (as) da área da Tecnologia, do Teatro, dos Estudos CTS, da Lingüística, da Comunicação, Cultura, dentre outras áreas. As reflexões desta pesquisa têm como objetivo principal perceber e compreender as relações, processos e artes de fazer que geram poéticas, pensando a tecnologia como meio de ação, que liga processos e maneiras de fazer a pessoas. Outro objetivo é dar voz aos artistas que integram os grupos de teatro de rua pesquisados, para compreensão do objeto de pesquisa, mediados (as) pelo que os (as) próprios artistas enunciam via as materialidades apresentadas em cena. / This work presents a social-historical approach and it aims to reflect upon the street theater. This work discusses technology as a mediator of the knowledge, processes and human activities. It works with the Certeau’s principle that treats space as Practice’s Space and approaches the subjects as bearers of responsible and responsive qualities. Therefore, it considers the subjects existence as given by the relation or response to others. Aiming to think on technology on street theaters, this research presents observations and interview transcriptions performed with two street theater groups from Curitiba-PR. This work dialogues with Technology, Theater, Linguistics, Communication and Culture areas together with STS studies and other areas. This work’s main objective is to perceive and comprehend the relations, processes and performing art which generates poetics thinking technology as a mean of action, that connects processes and means of and ways to make people. Another objective is let the researched groups speak, aiming to understand the researched object mediated by these artists speech on the “materiality” presented in scene.

Esta dissertação apresenta uma abordagem sócio-histórica e tem como objeto gerador de reflexões o teatro de rua. Discute a tecnologia como mediadora de saberes, processos e fazeres humanos, trabalha o conceito de Certeau que pensa o espaço como lugar praticado e aborda os sujeitos como portadores de qualidades responsáveis e responsivas, pois considera que a existência do sujeito se dá, pelo contato, relação e resposta ao outro (a). Para pensar a tecnologia no teatro de rua, esta pesquisa apresenta a descrição de observações e a transcrição de entrevistas feitas com dois grupos de teatro de rua da cidade de Curitiba-PR. Dialoga com autores (as) da área da Tecnologia, do Teatro, dos Estudos CTS, da Lingüística, da Comunicação, Cultura, dentre outras áreas. As reflexões desta pesquisa têm como objetivo principal perceber e compreender as relações, processos e artes de fazer que geram poéticas, pensando a tecnologia como meio de ação, que liga processos e maneiras de fazer a pessoas. Outro objetivo é dar voz aos artistas que integram os grupos de teatro de rua pesquisados, para compreensão do objeto de pesquisa, mediados (as) pelo que os (as) próprios artistas enunciam via as materialidades apresentadas em cena. / This work presents a social-historical approach and it aims to reflect upon the street theater. This work discusses technology as a mediator of the knowledge, processes and human activities. It works with the Certeau’s principle that treats space as Practice’s Space and approaches the subjects as bearers of responsible and responsive qualities. Therefore, it considers the subjects existence as given by the relation or response to others. Aiming to think on technology on street theaters, this research presents observations and interview transcriptions performed with two street theater groups from Curitiba-PR. This work dialogues with Technology, Theater, Linguistics, Communication and Culture areas together with STS studies and other areas. This work’s main objective is to perceive and comprehend the relations, processes and performing art which generates poetics thinking technology as a mean of action, that connects processes and means of and ways to make people. Another objective is let the researched groups speak, aiming to understand the researched object mediated by these artists speech on the “materiality” presented in scene.

O presente estudo busca investigar se a institucionalização de práticas de mediação pelo Poder Judiciário, por meio da Lei 13.140/15, pode ser considerada um benefício para superar as consequências advindas de uma sociedade brasileira supostamente hiperjudicializada. Para tanto, a pesquisa foi organizada em três capítulos. O primeiro cuida de elucidar a existência de um fenômeno denominado protagonismo judicial que se desdobraria em outras facetas, qual seja; o ativismo judicial, a judicialização da política e a juridificação das relações sociais – todas essencialmente relacionadas ao aumento da ingerência do Poder Judiciário nas esferas da vida. A partir disto, busca-se expor a construção de um senso comum sobre a judicialização da sociedade brasileira, especialmente após as condições institucionais criadas pela Constituição de 1988 e, em seguida, valendo-se dos dados divulgados pelo Conselho Nacional de Justiça, esta pesquisa visa questionar o suposto diagnóstico. Já o segundo capítulo tem por escopo apresentar os argumentos de autores que defendem a mediação judicial como uma proposta de solução à ideia de uma cultura do litígio, traçando seu percurso legislativo até alcançar o marco processual e legal com as Leis nº 13.105 e 13.140, respectivamente. Objetiva-se, ainda, expor as concepções de mediação judicial e extrajudicial com destaque às suas diferenças. O último ponto deste trabalho busca apresentar alguns fundamentos históricos e filosóficos sobre as facetas do protagonismo judicial mediante a exposição das ideias de Axel Honneth, Jürgen Habermas, Ingeborg Maus e Antoine Garapon, e, assim, relacioná-las com a institucionalização da mediação judicial. A dissertação concentra-se, ao cabo, em questionar a capacidade da Lei de Mediação para dirimir os problemas para quais ela foi pensada, sobretudo, porque o Poder Judiciário mantém-se como protagonista na resolução dos conflitos. / This paper aims to investigate whether institutionalizing mediation practices by the Judiciary, through the Law 13.140/15, could be considered beneficial to overcome the consequences from an a supposedly “hyper judicialized” Brazilian society. For this purpose, the research was organized in three chapters. The first one elucidates a phenomenon known as judicial protagonism which would unfold in other facets,, such as: the judicial activism, the judicialization of politics and the juridification of social relationships – all of them essentially related to the increase of Judiciary interference in people’s lives. From this point, the paper aims to expose the construction of a common sense about judicialization of the Brazilian society, especially after the institutional conditions created by the Federal Constitution of 1988 and after that using the data disclosed by the National Justice Council, this paper aims to question the revealed diagnostic. The second chapter aims to present arguments from authors who defend the judicial mediation as a solution to the culture of litigation, tracing its legislative course until the procedural and legal framework with the Laws nº 13.105 and 13.140, respectively. This paper also intends to expose conceptions of judicial and extrajudicial mediation, highlighting their differences. The last topic of this essay aims to show some historical and philosophical grounds about the facets of the judicial protagonism by bringing the ideas of Axel Honneth, Jürgen Habermas, Ingeborg Mausand Antoine Garapon, and, with that, connect them with institutionalization of the judicial mediation. The dissertation focus, at last, on questioning the capacity of Mediation Law to solve the problems it was developed to solve, especially since the Brazilian Judiciary is still the main character of conflict resolutions.

abstract: Mediation analysis is used to investigate how an independent variable, X, is related to an outcome variable, Y, through a mediator variable, M (MacKinnon, 2008). If X represents a randomized intervention it is difficult to make a cause and effect inference regarding indirect effects without making no unmeasured confounding assumptions using the potential outcomes framework (Holland, 1988; MacKinnon, 2008; Robins & Greenland, 1992; VanderWeele, 2015), using longitudinal data to determine the temporal order of M and Y (MacKinnon, 2008), or both. The goals of this dissertation were to (1) define all indirect and direct effects in a three-wave longitudinal mediation model using the causal mediation formula (Pearl, 2012), (2) analytically compare traditional estimators (ANCOVA, difference score, and residualized change score) to the potential outcomes-defined indirect effects, and (3) use a Monte Carlo simulation to compare the performance of regression and potential outcomes-based methods for estimating longitudinal indirect effects and apply the methods to an empirical dataset. The results of the causal mediation formula revealed the potential outcomes definitions of indirect effects are equivalent to the product of coefficient estimators in a three-wave longitudinal mediation model with linear and additive relations. It was demonstrated with analytical comparisons that the ANCOVA, difference score, and residualized change score models’ estimates of two time-specific indirect effects differ as a function of the respective mediator-outcome relations at each time point. The traditional model that performed the best in terms of the evaluation criteria in the Monte Carlo study was the ANCOVA model and the potential outcomes model that performed the best in terms of the evaluation criteria was sequential G-estimation. Implications and future directions are discussed. / Dissertation/Thesis / Doctoral Dissertation Psychology 2018

abstract: Including a covariate can increase power to detect an effect between two variables. Although previous research has studied power in mediation models, the extent to which the inclusion of a mediator will increase the power to detect a relation between two variables has not been investigated. The first study identified situations where empirical and analytical power of two tests of significance for a single mediator model was greater than power of a bivariate significance test. Results from the first study indicated that including a mediator increased statistical power in small samples with large effects and in large samples with small effects. Next, a study was conducted to assess when power was greater for a significance test for a two mediator model as compared with power of a bivariate significance test. Results indicated that including two mediators increased power in small samples when both specific mediated effects were large and in large samples when both specific mediated effects were small. Implications of the results and directions for future research are then discussed. / Dissertation/Thesis / M.A. Psychology 2013

L'objectif de cette thèse est étudier la caractère monobloc de la théorie du récit de Paul Ricœur. Elle comporte trois séries de questions. D’abord, il s'agira de savoir quelles sont les connotations du terme « récit » dans les travaux de Ricœur. Il sera ensuite nécessaire d'identifier les problèmes majeurs et les caractéristiques de l'étude de la théorie du récit. Si l'on considère la « médiation » comme sa caractéristique la plus importante, alors nous aurons également définir la « médiation » quant à son mécanisme de fonctionnement et quant à son fondement théorique. Enfin, il faudra élucider le rôle joué par la théorie du récit dans la pensée herméneutique de Ricœur. Cette thèse tente de répondre aux questions mentionnées ci-dessus à l'aide d'une méthodologie d'analyse qualitative complète qui examine minutieusement les textes et les mots clés spécifiques dans une perspective comparative basée sur des ressources herméneutiques analytiques. Cette thèse se compose de quatre parties. Le chapitre 1 traite de la théorie du discours de Ricœur, qui sert de base théorique permettant une vision holistique de l'objet de recherche. Le chapitre 2 présente la structure de base de la théorie du récit de Ricœur, i.e. le «cercle narratif» comprenant trois étapes de la mimèsis. Les chapitres 3 et 4 vont respectivement aborder les deux problèmes majeurs de cette théorie, à savoir temporalité et subjectivité. Le chapitre 4 illustre la catégorie d'identification narrative concernant antécédents, connotation, et caractéristiques. Finalement, l'auteur arrive à la conclusion que la caractéristique de médiation de la théorie du récit de Ricœur sont étroitement liés à son affirmation du « détour herméneutique ». En somme, par son examen de la structure fondamentale du récit et les relations dialectiques entre la narrativité, la temporalité et l’ipséité, cette thèse se propose de prouver le rôle médiateur que la théorie du récit de Ricœur joue dans son système herméneutique. / This goal of this thesis is to investigate Ricoeur’s narrative theory as a whole. It has respectively the following four sets of questions as its research tasks. Firstly, what are the connotations of the notion of “narrative” in Ricoeur’s works? Secondly, what are the major problematics and features of Ricoeur’s narrative theory studies? Thirdly, if we consider “mediation” as its most outstanding characteristic, then shall we also define “mediation” regarding its function mechanism and theoretical foundation? At last, what role does narrative theory play in Ricoeur’s system of hermeneutic thoughts? This thesis attempts to answer the above-listed questions with the methodology of comprehensive, qualitative analysis that scrutinizes specific texts and keywords in a comparative perspective based on the hermeneutic analytical resources.This thesis consists of four parts. Chapter 1 discusses Ricoeur’s theory of discourse, which serves as the theoretical framework that enables a holistic view of the research object. Chapter 2 presents the basic structure of Ricoeur’s narrative theory, i.e. the “narrative circle” consisting of three stages of mimesis, in a comparison with “mimēsis” and “muthos” in Aristotle’s Poetics. Chapter 3 and Chapter 4 respectively address the two major problems of this theory, i.e. temporality and subjectivity. The theoretical central core of this thesis lies on Chapter 3. Chapter 4 illustrates the notion of “narrative identity” regarding its background, connotation, and characteristics. Finally, the author concludes that Ricoeur’s narrative theory function as a mediating force in such a way that corresponds with his assertion of “hermeneutic detour”. To sum up, by examining the fundamental structure of narratives, the dialecticism between narrativity and temporality and that between narrativity and selfhood, this thesis demonstrates the mediating role that Ricoeur’s narrative theory plays in his hermeneutical thought system.

nÃo hà / A presente pesquisa surgiu da necessidade de compreender o museu de ciÃncia como instituiÃÃo de divulgaÃÃo cientÃfica que contribui para a formaÃÃo docente. O principal objetivo da pesquisa consistiu em identificar as contribuiÃÃes do museu Seara da CiÃncia para a formaÃÃo docente na Ãrea de CiÃncias da Natureza. O suporte teÃrico que fundamenta as discussÃes reporta à conceitos do campo da EducaÃÃo em museus de ciÃncias representados por Marandino (2001, 2003, 2008), Falk e Dierking (1992) e Queiroz et al., (2002) em diÃlogo com os Saberes Docentes proposto por Tardif (2014) e Carvalho e Gil-PÃrez (1995). A pesquisa foi realizada no museu Seara da CiÃncia, ÃrgÃo de divulgaÃÃo cientÃfica e tecnolÃgica da Universidade Federal do Cearà (UFC). Participaram da pesquisa seis bolsistas da Seara da CiÃncia â licenciandos dos cursos de QuÃmica, FÃsica e CiÃncias BiolÃgicas da UFC. Trata-se de uma pesquisa alicerÃada pela abordagem qualitativa do tipo descritiva e explicativa. O mÃtodo de pesquisa adotado foi o Estudo de Caso. As tÃcnicas de coleta de dados utilizadas foram anÃlise documental, observaÃÃo e entrevista semiestruturada. Os resultados mostram que a perspectiva de formaÃÃo docente identificada na Seara da CiÃncia tem como referÃncia os saberes mobilizados nas atividades de divulgaÃÃo cientÃfica mediada pelos bolsistas. à no papel de mediador que os licenciandos entram em contato com a cultura cientÃfica do museu e compartilham saberes com a escola e com a formaÃÃo em ciÃncia, experiÃncia importante para a construÃÃo de concepÃÃes que dÃo origem aos conceitos de EducaÃÃo, CiÃncia e DivulgaÃÃo CientÃfica. Observou-se que a perspectiva de formaÃÃo docente no museu em estudo sofre interferÃncias dos ÃrgÃos administradores das Bolsas de ExtensÃo e IniciaÃÃo AcadÃmica. Destaca-se como pontos conclusivos que o museu Seara da CiÃncia contribui para a formaÃÃo docente em CiÃncias ao ressignificar concepÃÃes sobre o ensino e aprendizagem de ciÃncias que ocorrem fora dos espaÃos de educaÃÃo formal. Entende-se que a formaÃÃo para a docÃncia na Ãrea de CiÃncias da Natureza nÃo se limita a formaÃÃo acadÃmica, no Ãmbito dos cursos de licenciaturas, mas experiÃncias relacionadas a esta, como aÃÃes de extensÃo universitÃria e estÃgio em espaÃos de educaÃÃo nÃo formal. / The current research was outlined from the need to understand science museum as an institution that promotes science and contributes with the formation of educators. The main goal of this research was to identify the general contribution of the science museum Seara da CiÃnca for the formation of educators of natural sciences. The theoretical rationale that supports the discussion connects concepts from the field of education on science museums, such as the contributions of Marandino (2001, 2003, 2008, 2009); Falk and Dierking (1992) and Queiroz et al., (2002) in dialogue with the teaching knowledge by Tardif (2014) and Carvalho and Gil-PÃrez (1995). The research was conducted in the science museum Seara da CiÃnca, a promoter of science and technology of the Federal University of Ceara (UFC). The subjects of the research were six scholarship holders who are undergraduate students of the programs of Chemical, Physics and Biological Sciences from the UFC. The research is based on the qualitative, descriptive and explanatory approaches. The adopted method of research is a Case of Study. The procedures of data collecting were: documental analyses, observation and semi-structured interviewing. The results show that the context of educatorsâ formation identified at the Seara da CiÃncia is based on the assembled knowledge in the activities of science promotion mediated by the scholarship holders. As mediators, the scholarship holders get in touch with the scientific culture of the science museum and share their knowledge with visiting schools and with the formation in science, which are important experiences to build-up perceptions that create the concepts of Education, Science and Scientific Promotion. It was observed that the framework of educatorsâ formation receives interference from sectors that manage the scholarships devoted to Extension and Academic Initiation. The main conclusions highlight that the science museum Seara da CiÃncia supports the formation of science educators through the reshaping of the meaning on teaching and learning of science that occurs outside the spaces of formal education. It is understood that the formation of educators in the field of natural sciences is not limited to the academia during the undergraduate programs, it should also include other relating experiences, such as actions in extension centers and internships in non-formal educational spaces.

O presente trabalho na área de Psicologia e Educação tem como objeto de estudo a família na educação da criança pequena, abordando o brincar como o eixo do processo que estabelece vínculos entre as crianças e os membros familiares. O objetivo foi identificar os brinquedos e brincadeiras que as crianças usam nos contextos familiares; compreender por meio das narrativas familiares quais as preferências das brincadeiras das crianças (objetos usados e sujeitos que participam) e identificar como a diversidade das famílias interfere na escolha de brinquedos e brincadeiras. A metodologia adotada fundamenta-se no paradigma qualitativo, que analisa um fenômeno específico que se refere ao brincar no âmbito familiar. O método aplicado foi o estudo de caso, que envolveu vinte famílias entrevistadas, com filhos de idades entre 0 a 10 anos. As famílias foram selecionadas conforme a diversidade que compõem, a etnia, religião, profissão e nível de escolaridade. Neste contexto, os dados foram coletados a partir da narrativa de membros familiares, de encontros com grupos de mães e pais, da criação de grupo de e-mails, entrevistas nas casas com as famílias e contato com as crianças, para registro de fotos dos ambientes lúdicos disponíveis. A partir dos dados coletados, verificou-se os tipos de mediações existentes no ambiente familiar, propondo uma reflexão sobre as formas de brincar na diversidade das famílias. Tais reflexões sustentaram-se em referências teóricas, tais como Vygotski (1978), Melhuish (2010), Vandenbroeck (2009), Wertsch (1988) e Daniels (2003). As considerações finais indicam que a família exerce uma grande importância na escolha dos brinquedos e brincadeiras das crianças pequenas e, no brincar, notam-se relacionamentos mais estreitos entre a criança e os membros familiares. A análise das narrativas mostra, também, que a diversidade das famílias participantes influencia nas decisões a respeito das diferentes formas de brincar. / The present work in Psychology and Education field has as object of study the family on young children education, covering play as the axis of the process that establishes connections between children and family members. The aim was to identify toys and games that children use in familiar contexts, understanding through the family narratives which are the preferences of the childrens play (the objects that are used and the subjects involved) and identify how the diversity of families interfere in the choice of toys and games. The methodology adopted is based on the qualitative paradigm that analyzes a specific phenomenon, which refers to the play in family scope. The applied method was the case study, which involved twenty interviewed families with children aged 0 to 10 years old. Families were selected according to the diversity that compose, ethnicity, religion, occupation and education level. In this context, data were collected from the narrative of the familiar members, meetings with groups of mothers and fathers, the creation of the e-mail group, interviews at the families homes and contacts with children, for registration of pictures of available ludic environments. From the data collected, types of existing mediations on familiar environment were verified, proposing a reflection about the ways of play in the diversity of families. Such reflections were supported on theoretical references, such as Vygotski (1978), Melhuish (2010), Vandenbroeck (2009), Wertsch (1988) and Daniels (2003). Final considerations indicates that family exert a great importance in the selection of toys and plays for young children and, in the play, are noticed closer relationships between the child and family members. The analysis of the narratives also indicates that the diversity of the participating families influence the decisions about different ways of playing.