Submitted by Caroline Periotto (carol@ufscar.br) on 2016-09-12T17:44:14Z No. of bitstreams: 1 DissMEN.pdf: 1611171 bytes, checksum: 02c37149fd3cc28efcc3e7ef94b517ff (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-13T14:33:38Z (GMT) No. of bitstreams: 1 DissMEN.pdf: 1611171 bytes, checksum: 02c37149fd3cc28efcc3e7ef94b517ff (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-13T14:33:45Z (GMT) No. of bitstreams: 1 DissMEN.pdf: 1611171 bytes, checksum: 02c37149fd3cc28efcc3e7ef94b517ff (MD5) / Made available in DSpace on 2016-09-13T14:33:56Z (GMT). No. of bitstreams: 1 DissMEN.pdf: 1611171 bytes, checksum: 02c37149fd3cc28efcc3e7ef94b517ff (MD5) Previous issue date: 2015-12-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Before the great influence that the playfu has in the childhood by providing children to create, to experience new situations, to connect with their peers and to experience elements of culture, it was taken as na ally in education, especially in Young children education as part of many school practices. Thus, this work aimed to know and understand the processes of teaching and learning that occur in the relationships between children and between them and the teacher in the context of play in early childhood education. It also sought to identify how the toy is placed by the children at that time of the play and what roles are as signed by them to that object. We began conducting a literature search in databases and to support us about it, we conducted a theoretical research around topics such as childhood, children, early childhood education in Brazil and playfulness. Qualitative, the research took place with a group of 14 children, having a mean age of 3 years, enrolled in ‘Maternal II’ and their teacher at a public school in kindergarten in the city of Pederneiras - SP. With the approach of conducting research with children, the researcher conducted participant observation, tracking the moment of play that occurred on Fridays, the day the children took his toys to school. Recording the data collection field diaries used and performed the analysis with reference to the content analysis. At the end of the Field research 13 daily were written, one for each insert performed. The authors Who guided the data discussion were: Brougère, Borba, Corsaro, Freire, Rossetti-Ferreira, Sommerhalder; Alves, Carvalho, Kishimoto, Guimarães; Barbosa, Horn, Leontiev and others. The results show that in play children experienced processes of teaching and learning to strengthen the group interaction: knowing how to live and play with each other, lending, trading, deny the request to someone, teach new ways to play, meet other spaces, strengthen friendly relations. When interacting with the toys, children have shown that these objects were essential to their play, being used the way they are or processed according to the imagination or need for the play could occur. When they experience such processes of teaching and learning these children have shown that in the free play, they lived training experiences for life. / Diante da grande influência que o lúdico tem na infância por proporcionar que as crianças criem, experienciem novas situações, se relacionem com seus pares e experienciem elementos da cultura, ele foi tomado como aliado na educação, principalmente na educação das crianças pequenas, fazendo parte de muitas práticas escolares. Sendo assim, esta dissertação buscou conhecer e compreender os processos de ensinar e de aprender que ocorrem nas relações entre as crianças e entre elas e a professora em contexto de brincadeiras, na educação infantil. Buscou, ainda, identificar o modo como o brinquedo é colocado pelas crianças nesse momento da brincadeira e quais funções são atribuídas por elas a esse objeto. Iniciamos realizando um levantamento bibliográfico em bases de buscas e para nos fundamentar sobre o assunto, realizamos uma pesquisa de referencial teórico em torno de temas como infâncias, crianças, educação infantil no Brasil e ludicidade. De caráter qualitativo, a pesquisa ocorreu com um grupo de 14 crianças com idade média de 3 anos matriculadas no Maternal II1 e a respectiva professora de uma escola municipal de educação infantil da cidade de Pederneiras – SP. Com a postura de realizar pesquisa com crianças, a pesquisadora procedeu observação participante, acompanhando o momento da brincadeira que ocorreu às sextas-feiras, dia em que as crianças levaram seus brinquedos para a escola. Para registro da coleta dos dados utilizou diários de campo e realizou-se a análise tomando como referência a análise de conteúdo. Ao término da pesquisa de campo foram escritos 13 diários, um para cada inserção realizada. Os autores e autoras que nortearam a discussão dos dados foram: Brougère, Borba, Corsaro, Freire, Rosseti-Ferreira, Sommerhalder; Alves, Carvalho, Kishimoto, Guimarães; Barbosa, Horn, Leontiev, entre outros. Os resultados revelam que nas brincadeiras as crianças vivenciaram processos de ensinar e de aprender para o fortalecimento do convívio em grupo: saber conviver e brincar com o outro, emprestar, negociar, negar o pedido a alguém, ensinar novas maneiras de brincar, conhecer outros espaços, estreitar relações de amizade. Ao interagirem com os brinquedos as crianças demonstraram que estes objetos foram essenciais para suas brincadeiras, sendo utilizados da maneira como são ou transformados de acordo com a imaginação ou necessidade para que a brincadeira pudesse ocorrer. Ao vivenciarem tais processos de ensinar e de aprender essas crianças demonstraram que no brincar livre viveram experiências de formação para a vida.

O objetivo central desta pesquisa foi investigar a prática docente e sua relação com a formação inicial e contínua do professor a partir de uma pesquisa na ação qualitativa realizada no Museu da Educação e do Brinquedo - MEB da Faculdade de Educação da USP. A partir da grande questão do trabalho: \"Por que os professores não brincam?\" configurou-se o objeto de estudo, que trata da importância do lúdico na formação de educadores buscando investigar o potencial do MEB enquanto espaço formativo. As atividades realizadas no museu, que compõem o processo formativo analisado, foram realizadas com os grupos visitantes de crianças e de educadores juntamente com estagiárias e bolsistas do museu. O recorte para a análise de dados foi o processo de formação realizado com estagiárias dos cursos de Pedagogia da FEUSP e das Licenciaturas. O instrumento de coleta de dados foi uma entrevista com um grupo focal, constituído por alunas participantes do processo de formação. Os pressupostos principais da pesquisa referem-se à relação formador/formador, à relação professor/aluno e à formação como um projeto coletivo de reflexão dentro da perspectiva da formação lúdica. Para tanto, a fundamentação está ancorada, dentre outros, nos seguintes trabalhos sobre a formação de professores, (Pimenta, 2002; Schön, 1992/ 1997; Zeichner, 1993 e 1998b) considerando o lúdico como dimensão importante na formação do professor (Andrade e Marques, 2003; Dias, 2003; Kishimoto, 1996/ 1998; Santos e Cruz, 1997; Souza, 2001); sobre o museu na sua relação com o público (Francoio, 2000; Grinspum, 2000) e com a construção de seu projeto político pedagógico (Carrer, 1999; Fusari, 1997/ 2000). A pesquisa revela a importância da dimensão vivenciada do lúdico na formação inicial do professor, articulando teoria e prática, no sentido de contribuir para a apropriação, pelo professor, de uma prática lúdica. Nesse sentido, discutimos a concepção do brincar como prática social e sua influência nas práticas pedagógicas, o comportamento do adulto, a prática docente e o contexto escolar, analisados sob a perspectiva da sociedade moderna capitalista e de seus valores fundamentados na organização do sistema de produção; a valorização da dimensão vivenciada do lúdico na formação inicial e a atitude lúdica; a formação reflexiva e a homologia dos processos como pressupostos para a construção de um coletivo de formação; a contribuição do MEB para a formação de professores e a relação com uma proposta para seu projeto político-pedagógico. / The aim of this research is to investigate docent practice and its relationship to initial and continuous formation of teachers. This research is based on a qualitative analysis which took place on the Museu da Educacao e do Brinquedo da Universidade de Sao Paulo, MEB-USP (Education and Toy Museum, University of Sao Paulo). Having as a starting point an essential question why teachers do not play? the scope of this research was then set up. Specifically, the importance of the ludic element during the process of educating teachers, and MEB\'s potential as a training space. The activities put in practice in this museum - which represent the educational process to be analysed - were done with groups of children visiting the museum, educators and trainees of the museum itself. The education process of trainees coming from the USP Pedagogical faculty (as well as others faculties, e.g. History, Geography, Literature in order to get a license which enables them to teach at school level) was used as the scope of this research. In order to collect the data needed, interviews with focus groups (the students participating in the formation process) were taken. The main point of interest for this research is considered to be the relationship between forming/forming, teacher/student as well as the education of teachers itself as a collective project of reflection within the ludic formation perspective. Thus this research is mainly based on key works on teacher training (Pimenta, 2002; Schon, 1992/1997; Zeichner, 1993 and 1998b); the ludic as an important dimension in teacher education (Andrade & Marques, 2003; Dias, 2003; Kishimoto, 1996/1998; Santos & Cruz, 1997 and Souza, 2001); on MEB\'s role and its relation to the public (Francoio, 2000; Grinspum, 2000); and also on MEB\'s pedagogical political project (Carrer, 1999; Fusari, 1997/2000). This research demonstrates the importance of the ludic dimension experienced by teachers at the beginning of their training. Thus, a range of key elements such as the concept of \'playing\' as a social practice and its influence in pedagogical practices will here be discussed such as adult behavior; docent practice and school context; the valorization of the ludic dimension experienced by teachers during the beginning of their training; the ludic attitude; the reflective formation and also the homology of processes as assumptions for the construction of a collective formation and finally, MEB\'s contribution towards teacher\'s formation and its relationships with a political-pedagogical proposal. When looking at these topics, modern capitalist society as well as its fundamental values and the processes that take place during its production system, will be taken into consideration.

Trata-se de uma investigação circunscrita à área da educação que buscou no conceitual antropológico e na observação participante a possibilidade de realizar uma descrição densa da prática dos jogos realizados por crianças moradoras de um bairro da periferia da zona sul da cidade de São Paulo. O objetivo primeiro desta pesquisa é interpretar a forma sui generis como essas crianças, por meio de universos simbólicos disponíveis em seu meio social, e, apesar da restrição de espaço e das regras estabelecidas na escola, viabilizam a prática do jogo no interior dessa instituição e no espaço da rua. O trabalho mostra também como a dinâmica das brincadeiras pode ser lida na chave dos rituais próprios de grupos etários e, ainda, que a análise do jogo como forma de sociabilidade infantil não deve prescindir de uma reflexão sobre regra, trocas simbólicas, corpo e relações de gênero. / This research is circumscribed to the area of the education that searched in the anthropology conceptual the possibility to realize a \"dense description\" of the practical one of the plays realized for living children of a district of the south zone of the city of São Paulo. The first objective of this research is to interpret the form sui generis as these children, by means of available symbolic universes in its social environment and, despite the space restriction and of the rules established in the school, they make possible the practical one of the plays in this institution and the space of the street. The work also shows as the dynamics of the plays can be chore in the key of the proper rituals of age groups and that the analysis of the plays as form of infantile sociability does not have to do without a reflection on rule, symbolic exchanges, body and relations of gender.

Orientadora: Profa Dra. Cristina Fróes de Borja Reis / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Engenharia e Gestão da Inovação, 2017. / As brincadeiras fazem parte da vida das pessoas, principalmente quando crianças, seja nas escolas auxiliando no aprendizado, seja em casa nos momentos de lazer e descontração, auxiliando muito no desenvolvimento de criatividade. O brinquedo é, basicamente, o objeto que diverte a criança; o suporte da brincadeira desenvolvida. Sua produção há muito deixou de ser apenas artesanal e atualmente resulta de uma complexa gama de atividades articuladas em cadeias de valor globalizadas. Assim sendo, os objetivos desta pesquisa foram mapear as cadeias globais da indústria de brinquedos e investigar a inserção do Brasil nessas cadeias, tanto da indústria de brinquedos físicos, quanto digitais. Adicionalmente, buscou-se apresentar vias de sofisticação, de modo a melhorar a inserção do Brasil nas cadeias globais de valor de brinquedos. A metodologia tem natureza descritiva, contando com revisão bibliográfica e análise de dados quantitativos e qualitativos a partir do modelo estrutura-conduta-desempenho da Economia Industrial, aplicados no estudo de caso do setor de brinquedos ¿ definido conforme a International Standard Industrial Classification. Concluiu-se que o Brasil é mais um mercado importador de brinquedos tradicionais, do que produtor. Um dos caminhos para sofisticar sua participação nas cadeias seria através da indústria de jogos digitais, na qual o país já possui vantagens comparativas, atuando em atividades de maior valor adicionado. Atuar no nicho de jogos digitais tem, ainda, o benefício adicional de aplicar ferramentas tecnológicas e estimular inovações que promovam transformação nas tecnologias de informação e comunicação. / Play is part of people's lives, especially as children, whether in schools, helping with learning, or at home in moments of leisure and relaxation, helping a lot in the development of creativity. The toy is, basically, the object that amuses the child; the support of the game developed. Its production has long ceased to be just handcrafted and is now the result of a complex range of activities articulated in globalized value chains. Thus, the objectives of this research were to map the global chains of the toy industry and to investigate the insertion of Brazil in these chains, both the physical and digital toy industry. Additionally, we tried to present sophistication routes, in order to improve the insertion of Brazil in the global value chains of toys industry. The methodology is descriptive in nature, with bibliographical review and analysis of quantitative and qualitative data from the structure-conduct-performance model of the Industrial Economy, applied in the case study of the toy industry - defined according to the International Standard Industrial Classification. It was concluded that Brazil is more an importer market of traditional toys, than a producer. One of the ways to improve its participation in the chains would be through the digital gaming industry, in which the country already has comparative advantages, acting in activities of greater added value. Acting in the niche of digital games has the additional benefit of applying technological tools and stimulating innovations that promote transformation in information and communication technologies.

Crianças e adolescentes brasileiros, de baixa renda, têm integrado a chamada população de risco, à medida que veem seu direito à vida, à saúde, ao bem-estar físico e psíquico ser violado cotidianamente. A proximidade com situações de violência, abusos, miséria, negligência e abandono,coloca-os em situação de vulnerabilidade social. Essa situação a que são submetidas nossas crianças e adolescentes não se limita ao campo de saber da saúde, porém o implica, cada vez mais, no sentido de articular ações que viabilizem outras formas de existência para essa população. No bairro do Jardim D\'Abril a parceria, entre o Cecco Previdência, serviço da rede municipal de saúde, e a Associação Cultural União de Bairros, permitiu a viabilização de uma dessas ações - a brinquedoteca comunitária - e deu origem a este estudo cujo objetivo é propor, a partir dos conceitos propostos pela teoria do amadurecimento de D. W. Winnicott, a intervenção na brinquedoteca. As interações promovidas pelo trabalho em saúde, permeadas por uma ética do cuidado deve ser compreendida como experiência de preocupação com o outro, e possibilidade de provocar transformações em trajetos pessoais e em trajetórias coletivas. O brincar propiciou, às crianças e adolescentes, o contato com o mundo, a cultura, e a apropriação desses elementos, revelando uma maneira de ser, de estar no mundo e de expressar-se. Como mãe suficientemente boa, a brinquedoteca se propôs a realizar o papel de acolher e sustentar o encontro humano. As relações se estabeleceram baseadas na confiabilidade, fidedignidade, e constância das ações, ofereceu às crianças e adolescentes a provisão de um ambiente humano que permitiu o brincar espontâneo e criativo. E levou crianças e adolescentes, a um modo pessoal de existir em que puderam ser mais criativos e menos vulneráveis frente aos desafios encontrados. No trânsito entre o individual e o coletivo as práticas cotidianas produziram resultados importantes. Um deles, criar o pensamento de que o trabalho construído na atenção à criança e ao adolescente em situação de vulnerabilidade social somente é possível em rede. A intervenção baseada nos pressupostos da teoria do amadurecimento possibilitou ampliar o trabalho para além das relações individuais e fortalecer as práticas coletivas, criando estratégias de composição entre o campo da saúde e o campo do social, afirmando a possibilidade de novas formas de convívio. / Brazilian low income children and teenagers have belonged to the so called risk population, as they notice that their rights to life, health and physical and psychological well being are violated daily. The nearness to everyday situations of violence, abuse, poverty, negligence and abandonment place them into situations of social vulnerability. This situation that such children and teenagers are subjected doesn\'t limit itself to the knowledge field of health, but implies it increasingly, in the sense of articulating actions that allow other forms of existence to this population. At Jardim D\'Abril district a fellowship between Cecco Welfare, a service from the city health network, and the Union of Districts Cultural Association allowed those actions to be feasible through a community toy library, and originated this study, whose objective is to propose an intervention at the community toy library based on the concepts proposed by D. W. Winnicott\'s theory of maturing. The interactions promoted by the work made in health, permeated by the ethics of care, must be understood as an experience of concern for the other and as a possibility to cause transformations in both personal and collective path. At the toy library\'s daily practice playing propitiated to children and teenagers being in touch with the world and culture, and appropriating themselves of these elements, revealing a way to be, to exist in the world and to express themselves. As a sufficiently good mother, the toy library proposed to play the role of sheltering and sustaining human encounter. As a human environment, the relationship that was established based on reliability and trust, as well as the constancy of actions, offered to those children and teenagers an environmental provision that allowed a spontaneous and creative way to play. They could be more creative and less vulnerable when dealing with the challenges they find along their lives. In the transit between what is personal and what is collective, the daily practice produced important results. One of them was to create the thought that the work built based on the attention of children and teenagers in a situation of social vulnerability, is only possible if built within a network. The intervention based on the assumption of the maturing theory allowed the work to be widen for beyond the personal relations and to strengthen the collective practice, building strategies of construction between health and social fields, asserting the possibilities of new ways of living.

This diploma thesis aims to describe the nature and specifics of product safety, as well as analyze the legal background of toys safety and discuss practical aspects related to the toy market. Based on these findings it aims to vindicate the following hypothesis: "Current toy market trends clearly linked with European integration, globalization and technological progress lead to a need to introduce increasingly stringent legislation that would regulate the negative consequences of these trends." The diploma thesis is divided into three parts. The first part describes the theoretical basis of consumer protection in the Czech Republic and the European Union. Sources of legal regulation of consumer law, basic terminology as well as consumer organizations and institutions active in this area are described. The second part deals with the regulation of product safety, while an analysis of three major legislations affecting the product safety is carried out. The third part of this diploma thesis is crucial, while it characterizes the term "toy", analyzes legislation governing toys safety and contains comparison of the current and already invalid Government Regulation on technical requirements for toys. Specific aspects of the toy industry and its current trends are discussed as well as systematic intervention of responsible bodies in case when a dangerous toy is launched.

The moving installation Visible is composed of parts of the classical painting, wooden slats and canvas. It represents the inner walls 8 anonymous portraits of dead children. They represent cruel and incomprehensible pain that a one can commit. Rotating an object is inspired by children's toys, children's carousel and its symbolism and design solutions to commemorate military mobile tent. Object carousel has an octahedral shape with a roof, levitates in the air space, not touching the ground and without a defined border.

(english): In the theoretical part, I deal primary with defining the concepts of doll production and it is history first in a global context and than specifically in the Czech Republic. I also cover historic all production technques by artisans, the revival of there traditional technques as well as various doll produstion techniques. I highlight some of today's craftsmen as well as their personal stories about getting started in the handmade doll production. Next, I delve into rules and guidelines for doll production as well as doll selection by the consumer. A the end of theoretical part, I deal with the different types of gameplay with dolls along wth gender aspect. The first part of the project deals with the relationship between the person hand making the doll and the doll itself. It also includes a small making project with childern. The second part is the project goes over a collection of dolls I have handmade in the last three years divided according to production technique and further subdivided need on material, labor and suitable age. The third part is the research, Which has determine whether the observation of the making process of dolls can influence the kids. It seems that it reflects on the relationship or the playing with the doll. Keywords: pre-school education, research, didactic...

The master thesis focuses on the topic of the media construction "toy as a product" in the television commercials. The main reasons for choosing this topic is mapping of means of media construction of a toy in television commercials, defining semantic structures which the toy is situated in and identify concrete meanings that are usually linked to the toy in commercials. The field of investigation interest was defined in the theoretical part and was situated into a narrower connection in the context of this work. Both the role of a toy in society and its interpretation within culture, ideology and advertisement are defined. We work on the findings in the theoretical part where we identify dominant semantic frameworks which the toy is put into, based on the cultural-semiotic analysis of the contents of television commercials. We also try to discover whether the "toy as a product" in commercials is represented as a socially integrating means. Further we survey whether the television commercials represent "toy as a product" as a pro-family means and what communicative strategies the commercials mostly use for that. All these findings help us to reveal this problematic of media construction "toy as a product" and its socio-cultural dimension.

No description available.