Flerspråkighet blir allt vanligare i svenska förskolor. Tidigare forskning visar att förskollärare känner en osäkerhet inför arbetet med flerspråkighet. Denna kvalitativa studie vill skapa förståelse för förskollärarnas olika uppfattningar om arbetet med flerspråkighet. Studien är baserad på intervjuer, där förskollärarnas arbete och förutsättningar lyfts fram. Utifrån resultatet har vi skapat två teman som är kopplade till våra frågeställningar och det interkulturalitet. Första temat är; Interkulturalitet i förskolan- inställning till kulturella olikheter i förskolan. Andra temat är; Interkulturalitet i förskolan - arbete med flerspråkighet. I analysen tillämpades ett interkulturalitet, som tar upp om hur förskollärarna ska förhålla sig i sitt arbete kring flerspråkighet. Resultatet visar att förskollärare ser positivt på arbete med flerspråkighet i förskolan. De känner att det finns verktyg för att arbeta med flerspråkighet. Däremot finns det en osäkerhet på hur de ska ta vara på verktygen. I slutsatsen framhålls att förskollärarna får ta ansvara och engagera sig själva för arbete med flerspråkighet.

Made available in DSpace on 2014-07-29T15:13:51Z (GMT). No. of bitstreams: 1 Sonia.pdf: 3489157 bytes, checksum: 5fb96de31282866dcdac88be0de8a8ce (MD5) Previous issue date: 2009-08-10 / This research is linked to the Public Politic Project and Infant Education in Goiás: history, conceptions, projects and practices and to the line of research Formation and Professionalization of Teachers from Faculty of Education at Federal University of Goias. It aims to investigate the place of the six-year-old child on the Nine-year Elementary School in a Municipal school in Goiânia. This is na ethnographic research based on the dialectical materialism method with Socio-Historical approach and on the writings of the following authors: Bakhtin (1992 a/b), Luria, (1991, 2006), Leontiev (2004, 2006) e Vygotsky (1979, 1988, 1989, 1991, 2001 a/b, 2006). A mapping of the theses and dissertations deposited in Capes from 2002 to 2006 dealing with themes related to this research was done in order to verify the relevance and the pertinence of the research. The conceptions of Infancy were situated historically through the analysis of the theses and dissertations to comprehend its place in history, its vinculation to the school context and to select the paradigms that guide the current school and that define the place of child in this space. Legal orientations that determine the inclusion of the six-year-old child in the Elementary School were discussed in order to understand the place of Infancy deliberated by legal procedures as well as the Pedagogic proposal of the Municipal Education Bureau to understand the conceptions of Infancy and Education that guide the work developed in schools. In order to apprehend the concrete real , the conceptions of Infancy and Education and their implications to the school quotidian were analysed having in mind the representation objectivated by the six-year-old child about him(her)self when starting Elementary School. The child speech was analysed aiming to understand the place attributed to the child by school and the place claimed by her(him)self. In this process categories as escolarization and issues related to this concept of Zone of Proximal Development and Discipline were highlighted. Another concept that emerged in the dialogic interaction with children and with adult was Ludicity when teacher or child-directed play was proposed. Some intervenient factors such as: Religiosity and Sexuality were also analysed. After this study it was possible to comprehend that the six-year-old child demands an education that is differentiated from the traditional one offered by the Elementary School.This study presented some considerations and among them that the the six-year old child lost his/her place historically instituted , the Infantile Education, that has been studied by various researchers in order to qualify this space, so that the specifity of the child could be respected and also to propose a teaching based in an omnilateral perspective.This is the place defended by the six-year old child. He/she demands a differentiated education from the Elementary school. The child has searched his/her space by the speech, cry, agressivity and indiscipline. It is necessary to listen to the child. And based on this listening it is necessary that the Municipal Education Secretary and schools start a critical and democratic debate aiming to analyse and guarantee an educational space to fulfill the child wishes and needs, that offers a meaningful and ludic learning and to propiciate his/her development. / Essa pesquisa vincula-se ao Projeto Políticas Públicas e Educação da Infância em Goiás: história, concepções, projetos e práticas e à linha de pesquisa Formação e Profissionalização Docente da Faculdade de Educação da UFG. Tem como objeto investigar o lugar da criança de seis anos no Ensino Fundamental de nove anos em uma escola da Rede Municipal de Goiânia. É uma pesquisa do tipo etnográfico, baseada no método materialista histórico-dialético e com a abordagem sócio-histórica, compreendida, principalmente, a partir das obras de Bakhtin (1992 a/b), Luria, (1991, 2006), Leontiev (2004, 2006) e Vygotsky (1979, 1988, 1989, 1991, 2001 a/b, 2006). Verificou-se a pertinência e relevância da pesquisa por meio de um mapeamento das teses e dissertações, depositadas na Capes entre 2002 e 2006, que abordam temas conexos à presente pesquisa. A partir da análise das teses e dissertações selecionadas, situaram-se historicamente as concepções de infância para compreender o seu lugar na história, sua vinculação ao contexto educativo escolar e levantar os paradigmas que norteiam a escola atual e que definem o lugar da criança nesse espaço. Discutiram-se as orientações legais que determinam a inclusão da criança de seis anos no Ensino Fundamental, para entender o lugar da infância, deliberado pelas vias legais, como também a proposta pedagógica da Secretaria Municipal de Educação, com o intuito de compreender as concepções de infância e educação que orientam o trabalho desenvolvido nas escolas. Para apreender o real concreto, analisaram-se as concepções de infância e educação e suas implicações no cotidiano escolar, tendo em vista as representações objetivadas pela criança de seis anos a respeito de si mesma, ao iniciar o Ensino Fundamental. Com esse objetivo analisou-se a fala da criança para compreender o lugar atribuído a ela pela escola e por ela reivindicado. Nesse processo emergiram categorias como Escolarização e permeadas a ela se destacaram questões relativas ao conceito de zona de desenvolvimento proximal e disciplina. Outra categoria que emergiu, na interação dialógica com as crianças e adultos, foi a Ludicidade, com questões relativas a brincadeiras e jogos propostas pelas professoras e/ou pelas crianças. Alguns fatores intervenientes como a religiosidade e a sexualidade também foram analisados. Esse estudo teceu algumas considerações finais, dentre elas a de que a criança de seis anos perdeu um lugar historicamente instituído, a Educação Infantil, que tem sido estudada por diversos pesquisadores no sentido de qualificar esse espaço, de modo a respeitar a especificidade da criança e de se propor a lhe oferecer um ensino de cunho onilateral. Esse é o lugar defendido para a criança dessa faixa etária. Ela exige uma educação diferenciada da que historicamente tem sido propiciada pelo Ensino Fundamental. A criança tem buscado seu espaço por meio da fala, do choro, da agressividade, da indisciplina. É imprescindível que ela seja ouvida. Com base nessa escuta, torna-se necessário que a SME e a escola estabeleçam um debate crítico e democrático, objetivando analisar e garantir um espaço educativo que vá ao encontro dos desejos e necessidades dessa criança, que lhe ofereça aprendizagem significativa, lúdica e que propicie seu desenvolvimento.

The purpose of this study was to explore and describe themes of resilience in the expressions and behaviours of six-year-old children with regard to the mother-child relationship, where the mothers are infected with HIV&AIDS. Themes of resilience were investigated within the framework of positive psychology. A study of limited scope was conducted from a phenomenological paradigm. I followed a mixed method methodological paradigm based on a case study design. I purposefully selected eleven six-year-old participants whose mothers are infected with HIV&AIDS from a five-year randomised control trail study (Kgolo Mmogo). Qualitative data collection methods included the transcriptions of structured baseline interviews relating to the Kinaesthetic Family Drawing (KFD), as well as the KFD per se. I utilised the scores from the Vineland Adaptive Behavior Scale (Vineland) as uantitative data collection strategy. The transcriptions were analysed by means of an inductive thematic analysis. For the analysis of the KFD I developed and piloted a framework of analysis. The raw scores from the Vineland were compared with the appropriate age norms and compared with themes of resilience identified from the KFD as well as the transcripts of the interviews. I identified both internal and external resources of resilience. The findings of my study illustrate the presence of themes of resilience as well as non-resilience within the participants and the mother-child relationships. More factors of resilience (protective factors) than non-resilience (risk factors) were identified. Secondly, it seems possible to use the KFD with the Vineland when exploring resilience as insights from both mother and child participants are measured. The integrated results from the different data sources indicate that although the results of the KFD and the transcriptions did not correlate with the results obtained from the Vineland, the results from the different data sources supplement one another. The use of the KFD as a measure to generate data related to resilience made it possible to evaluate adaptation and resilience in a specific cultural context unlike the Vineland. The results from the data sources indicate resilience and/or non-resilience in the mother-child relationship in terms of three categories namely, protective factors (Expressive Language Skills, Interpersonal Relationships and Play and Leisure Time), risk factors (Coping Skills and Gross Motor Skills) and a balance between protective and risk factors (Receptive Language, Daily Living Skills, personal and domestic, as well as Fine Motor Skills). It is feasible to use the KFD as a measure to identify themes of resilience and non-resilience when the drawing is accompanied by an interview. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted