Thesis (M.A.)--Western Conservative Baptist Seminary, 1990. / Abstract. Includes bibliographical references (leaves 62-65).

Diss.--Bonn. / Includes bibliographical references.

Diss.--Bonn. / Includes bibliographical references.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-10-04T12:22:46Z No. of bitstreams: 1 GABRIELA MOREIRA RABELO.pdf: 1639157 bytes, checksum: fbcec3dd24c2ae9a8c08aad86d162a56 (MD5) / Made available in DSpace on 2017-10-04T12:22:46Z (GMT). No. of bitstreams: 1 GABRIELA MOREIRA RABELO.pdf: 1639157 bytes, checksum: fbcec3dd24c2ae9a8c08aad86d162a56 (MD5) Previous issue date: 2017-02-16 / This research aimed to analyze the contributions of the Book of Life as an instrument mediating the memory of children about their experiences in school. The specific objectives were (i) Identify the forms of production and use of the Book of Life in the daily life of a class of Early Childhood Education; (ii) Analyze the measure of students participation in the production of the Book of Life; (iii) Analyze what kind of content the handling of the Book of Life allows to children remember about their school experiences and (iv) To analyze if in these remembered contents there is prevalence of affective or cognitive aspects. The Book of Life is a pedagogical practice proposed by C?lestin Freinet that is a class book where the students record their impressions and discoveries about themselves and their school life, by their own initiative or by a directed way. The locus of the investigative work was a Kindergarten class. The production of empirical research was made from: (i) Observation the production of the Book of Life, focusing on the activities proposed in this paper; (ii) Interview with the teacher and (iii) Interviews with the children; The methodological procedures were videotaped. The material was analyzed from contributions of the Historical-cultural theory on mediated memory, its social constitution and its importance in the establishment of children's relations with school and with pedagogical practices. After analyzing, we conclude that the Book of Life in the hands of children, becomes an instrument that represent memory and teaching. The book becomes a document of memory and can act as a teaching tool, since it was built in a historical way (within a school year) and was contextualized through the activities that were elaborated within the social context of these children, thus enabling , The transformation of images into memories and feelings, transforming these external signs into internal processes, thus being memorized. / Esta pesquisa de Mestrado teve como objetivo analisar as contribui??es do Livro da Vida, como instrumento mediador da mem?ria das crian?as sobre suas viv?ncias no cotidiano escolar. Os objetivos espec?ficos foram (i) identificar os modos de produ??o e uso do Livro da Vida no cotidiano de uma turma de Educa??o Infantil; (ii) analisar o grau de participa??o dos alunos na produ??o do Livro da Vida; (iii) analisar que tipo de conte?do o manejo do Livro da Vida permite ?s crian?as recordarem-se sobre suas viv?ncias escolares e (iv) analisar se nestes conte?dos recordados h? preval?ncia de aspectos afetivos ou cognitivos. O Livro da Vida ? uma pr?tica pedag?gica proposta por C?lestin Freinet, a partir da qual, em um caderno da turma, os alunos registram suas impress?es e descobertas sobre si e sobre o seu cotidiano escolar, por iniciativa pr?pria e/ou de forma dirigida. O l?cus do trabalho investigativo foi uma turma de Educa??o Infantil. A produ??o da pesquisa emp?rica foi realizada atrav?s de: (i) observa??o da produ??o do Livro da Vida, focalizando-se as atividades propostas neste trabalho; (ii) entrevista com a professora e (iii) entrevistas com parte de seus alunos (cinco); a realiza??o dos procedimentos metodol?gicos foi v?deo filmada. O material foi analisado a partir dos aportes da teoria Hist?rico-cultural sobre a mem?ria mediada, sua constitui??o social e sua import?ncia no estabelecimento das rela??es das crian?as com a escola e com as pr?ticas pedag?gicas. Ap?s as an?lises chegamos ? conclus?o que o Livro da Vida nas m?os das crian?as, se transforma em instrumento de materializa??o, de representa??o, de mem?ria e de ensino. O Livro se transforma em um documento de mem?ria e pode agir como instrumento de ensino, pois foi constru?do de forma hist?rica (dentro de um ano letivo escolar) e foi sendo contextualizado atrav?s das atividades que foram elaboradas dentro do contexto social dessas crian?as, possibilitando assim, a transforma??o de imagens em lembran?as e sentimentos, transformando esses signos externos em processos internos, sendo assim memorizados.

Made available in DSpace on 2016-04-04T18:32:42Z (GMT). No. of bitstreams: 1 Silvia Cristina Salomao.pdf: 1821441 bytes, checksum: 95907a2906e9e4b7c45824128b7af575 (MD5) Previous issue date: 2008-02-12 / This work has as purpose the analysis of written records produced having as basis the listening of children voices and the reflection on how these voices, truthful and performing, make part of the (re)direction of pedagogical practices. The theoretic foundation of this study tries to establish a dialogue with thinkers that have investigated children education and that consider the child as owner of rights. As a researcher and teacher in children education, my pedagogical practice is grounded on C?lestin Freinet and Paulo Freire theories. The methodological approach is qualitative; here up in school periods of 2004 and 2006. The narratives chosen are put into context en the dynamics and movement presented in conversation rings, and are interwoven with reflections of the authors with whom I maintain dialogue, authors that support theoretically this study. The results of this research make clear the impacts brought up in the development of pedagogical practices, based on the written records of children speech, joining contribution to the teacher formation itself, and considering children as truthful for the listening as well as protagonists in the educational process. / O objetivo deste trabalho ? analisar os registros produzidos a partir da escuta das vozes infantis e refletir sobre como essas vozes, confi?veis e protagonistas, participam da (re) dire??o das pr?ticas pedag?gicas. A fundamenta??o te?rica do trabalho busca dialogar com autores que pesquisam a educa??o infantil e consideram a crian?a como sujeito de direitos. Como pesquisadora e docente da educa??o infantil, fundamento minha pr?tica pedag?gica em C?lestin Freinet e Paulo Freire. A abordagem metodol?gica ? qualitativa; analiso registros escritos com as crian?as nos Livros da Vida , elaborados nos anos letivos de 2004 e 2006. As narrativas selecionadas est?o contextualizadas na din?mica e movimento das rodas de conversa, e entrela?adas ?s reflex?es dos autores com quem dialogo e que fundamentam este estudo. Os resultados dessa pesquisa revelam os impactos gerados no desenvolvimento das pr?ticas pedag?gicas, a partir dos registros das falas dos pequenos, contribuindo ? pr?pria forma??o docente e legitimando as crian?as como confi?veis ? escuta e protagonistas no processo educativo.