Submitted by Leonardo Lima (leonardoperlim@gmail.com) on 2017-02-07T15:18:35Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) SILVA, Josias Pereira da.pdf: 2504174 bytes, checksum: 9866766d7a8df9c8ebe8694e40749775 (MD5) / Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2017-02-07T21:08:20Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) SILVA, Josias Pereira da.pdf: 2504174 bytes, checksum: 9866766d7a8df9c8ebe8694e40749775 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-23T22:31:03Z (GMT) No. of bitstreams: 2 SILVA, Josias Pereira da.pdf: 2504174 bytes, checksum: 9866766d7a8df9c8ebe8694e40749775 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-23T22:34:44Z (GMT). No. of bitstreams: 2 SILVA, Josias Pereira da.pdf: 2504174 bytes, checksum: 9866766d7a8df9c8ebe8694e40749775 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2014-04-15 / Sem bolsa / A tecnologia diminui a distância entre as pessoas, possibilitando que usuários sem conhecimento técnico tornem-se produtores de conteúdos. Crianças e jovens contam com ferramentas como celular, máquina fotográfica e tablet para fotografar e filmar. Dessa forma, criam e exibem suas produções em sites, trocam fotos, informações em rede sociais, em espaços nos quais sua cultura é debatida e aceita. Com o intuito de saber se e como a escola utiliza essas tecnologias de produção de vídeo, investigou-se a prática docente comunicacional com o uso dos equipamentos tecnológicos e com a realização e produção de vídeo, por um professor e seus alunos dentro do espaço escolar. Para esta análise, foi realizado um estudo de caso com um professor da cidade de Guaíba, no Rio Grande do Sul. O sujeito foi escolhido em função de sua importância histórica e social com a produção de vídeo realizada em escolas daquele município. A pesquisa utilizou os pressupostos da Pedagogia da Comunicação e da Neurociência para analisar como é realizada a prática deste docente com a produção de vídeo, em sala de aula. Para tal, realizou-se uma pesquisa qualitativa, tendo como ferramentas: entrevistas abertas com professor e alunos e observações de aulas. Os dados levantados evidenciam que o docente trabalha na transição entre o paradigma tradicional e o emergente. Indicam também que a produção de vídeo estimula o diálogo e a construção conjunta de conhecimentos pelos alunos sobre a orientação do professor. As aulas, além de proporcionarem prazer e envolvimento dos alunos, contribuem com o aprendizado de diferentes conteúdos da grade curricular. Percebeu-se, durante as aulas, um docente sensível, preocupado e responsável com o conteúdo de trabalho. Um docente que entende o básico de tecnologia audiovisual, conduzindo o aluno na realização de pesquisas para a produção audiovisual. Um professor que ensina fazendo aflorar as competências dos alunos através da produção de vídeo. Essa atuação tem características do paradigma emergente, uma vez que o docente propicia mediação entre alunos, tecnologias e conteúdos. / Technology reduces the distance between people, enabling non-technical users to become content producers. Children and young people have tools like mobile, tablet and camera for pictures and filming. Thus, they create and exhibit their productions in websites, exchange photos, information on social network, in spaces in which their culture is debated and accepted. In order to know whether and how the school uses these technologies in video production, we investigated the communicative practice of teaching with the use of technological equipment and with the production and video making, by a teacher and his students within the school space. For this analysis, we developed a case study with a teacher from the city of Guaíba, Rio Grande do Sul, Southern, Brazil. The subject was chosen because of his historical and social importance with the video production conducted in schools from this city. The research used the presuppositions of Pedagogy of Communication and Neuroscience to analyze how the practice this teacher is done with video making in classroom. To this end, we carried out a qualitative research, having these instruments: open interviews with this teacher and students and classroom observations. The data collected showed that the teacher worked in the transition between the traditional and the emerging paradigm. The data also indicate that the video production stimulates and encourages the dialogue and the collective construction of knowledges by students under the guidance of a teacher. The classes, besides providing enjoyment and involvement for the students, contribute to the learning of different contents of the curriculum. It was noticed, during classes, a sensitive teacher, concerned and responsible with the content addressed. A teacher who understands the basics of audiovisual technology, allowing the students to conduct research in audiovisual production. A teacher who teaches making the skills of students emerges through the video making production. This action has the characteristics of the emerging paradigm, since the teacher provides mediation between students, technologies and content.

This study investigates the everyday practices of young children acting in their social worlds within the context of the school playground. It employs an ethnographic ethnomethodological approach using conversation analysis. In the context of child participation rights advanced by the United Nations Convention on the Rights of the Child (UNCRC) and childhood studies, the study considers children’s social worlds and their participation agendas. The participants of the study were a group of young children in a preparatory year setting in a Queensland school. These children, aged 4 to 6 years, were videorecorded as they participated in their day-to-day activities in the classroom and in the playground. Data collection took place over a period of three months, with a total of 26 hours of video data. Episodes of the video-recordings were shown to small groups of children and to the teacher to stimulate conversations about what they saw on the video. The conversations were audio-recorded. This method acknowledged the child’s standpoint and positioned children as active participants in accounting for their relationships with others. These accounts are discussed as interactionally built comments on past joint experiences and provided a starting place for analysis of the video-recorded interaction. Four data chapters are presented in this thesis. Each data chapter investigates a different topic of interaction. The topics include how children use “telling” as a tactical tool in the management of interactional trouble, how children use their “ideas” as possessables to gain ownership of a game and the interactional matters that follow, how children account for interactional matters and bid for ownership of “whose idea” for the game and finally, how a small group of girls orientated to a particular code of conduct when accounting for their actions in a pretend game of “school”. Four key themes emerged from the analysis. The first theme addresses two arenas of action operating in the social world of children, pretend and real: the “pretend”, as a player in a pretend game, and the “real”, as a classroom member. These two arenas are intertwined. Through inferences to explicit and implicit “codes of conduct”, moral obligations are invoked as children attempt to socially exclude one another, build alliances and enforce their own social positions. The second theme is the notion of shared history. This theme addresses the history that the children reconstructed, and acts as a thread that weaves through their interactions, with implications for present and future relationships. The third theme is around ownership. In a shared context, such as the playground, ownership is a highly contested issue. Children draw on resources such as rules, their ideas as possessables, and codes of behaviour as devices to construct particular social and moral orders around owners of the game. These themes have consequences for children’s participation in a social group. The fourth theme, methodological in nature, shows how the researcher was viewed as an outsider and novice and was used as a resource by the children. This theme is used to inform adult-child relationships. The study was situated within an interest in participation rights for children and perspectives of children as competent beings. Asking children to account for their participation in playground activities situates children as analysers of their own social worlds and offers adults further information for understanding how children themselves construct their social interactions. While reporting on the experiences of one group of children, this study opens up theoretical questions about children’s social orders and these influences on their everyday practices. This thesis uncovers how children both participate in, and shape, their everyday social worlds through talk and interaction. It investigates the consequences that taken-for-granted activities of “playing the game” have for their social participation in the wider culture of the classroom. Consideration of this significance may assist adults to better understand and appreciate the social worlds of young children in the school playground.