The aim of this study was to explore and describe the experiences of professionals utilizing sensory-motor play (SMP) with young children (YC) in Gestalt play therapy in order to provide recommendations for professionals and to create an awareness of the value of SMP in Gestalt play therapy. Coming from an occupational therapy background, the researcher became aware of the potential value of utilizing sensorymotor play in Gestalt play therapy with YC. SMP, being a vital part of the sensory integration developmental process of YC, promotes body awareness through muscle movement and control. Awareness is one of the major aims of Gestalt play therapy. All the senses contribute to YC's awareness, including the frequently unacknowledged vestibu lar and proprioceptive senses. In order to treat YC holistically, the developmental importance of SMP should be acknowledged and integrated in the therapy process. Professionals young children working in this field, coming from diverse educational backgrounds, do not necessarily have the knowledge or experience of the utilization of SMPwith YC. A qualitative research approach with a case study research design was adopted in order to explore and describe the experiences of professionals regarding the utilization of SMP with YC in Gestalt play therapy, through applied research. The empirical data was collected by conducting two focus group discussions with professionals from diverse educational backgrounds. Two main themes with different sub-themes and categories were identified by analysing the data. The main themes are that participants are of the opinion that SMP enhances the therapeutic relationship and that SMP has a self-regulatory function. The researcher concludes that professionals gained a new awareness regarding the subject of discussion and experienced that uti lizing SMP in Gestalt play therapy with YC can promote and facilitate whole body/mind awareness and integrated healing. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

The aim of this study was to explore and describe the experiences of professionals utilizing sensory-motor play (SMP) with young children (YC) in Gestalt play therapy in order to provide recommendations for professionals and to create an awareness of the value of SMP in Gestalt play therapy. Coming from an occupational therapy background, the researcher became aware of the potential value of utilizing sensorymotor play in Gestalt play therapy with YC. SMP, being a vital part of the sensory integration developmental process of YC, promotes body awareness through muscle movement and control. Awareness is one of the major aims of Gestalt play therapy. All the senses contribute to YC's awareness, including the frequently unacknowledged vestibu lar and proprioceptive senses. In order to treat YC holistically, the developmental importance of SMP should be acknowledged and integrated in the therapy process. Professionals young children working in this field, coming from diverse educational backgrounds, do not necessarily have the knowledge or experience of the utilization of SMPwith YC. A qualitative research approach with a case study research design was adopted in order to explore and describe the experiences of professionals regarding the utilization of SMP with YC in Gestalt play therapy, through applied research. The empirical data was collected by conducting two focus group discussions with professionals from diverse educational backgrounds. Two main themes with different sub-themes and categories were identified by analysing the data. The main themes are that participants are of the opinion that SMP enhances the therapeutic relationship and that SMP has a self-regulatory function. The researcher concludes that professionals gained a new awareness regarding the subject of discussion and experienced that uti lizing SMP in Gestalt play therapy with YC can promote and facilitate whole body/mind awareness and integrated healing. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

Kommunikation är avgörande för att uppnå en god livskvalitet och grundläggande för att kunna förstå andra och göra oss själva förstådda. Grunden för en tillfredsställande kommunikation är att det finns ett samspel mellan de parter som ingår, vilket förutsätter att det sker ett ömsesidigt utbyte mellan samtalsparterna. De funktionsnedsättningar som cerebral pares ofta leder till kan medföra svårigheter för individen att göra sig förstådd. Det saknas idag svenska studier gällande interaktionen hos små barn med grav cerebral pares (CP). Denna studies syfte är att bidra till en ökad kunskap om hur interaktionen ser ut hos yngre barn (1,5-5 år) med grav CP (GMFCS IV-V) och deras närmaste omgivning. Studien är en kombinerad kvantitativ och kvalitativ fallstudie med fokus på strukturella bidrag och pragmatiska funktioner i den gemensamma interaktionen mellan två barn med grav CP och deras kommunikationspartners på respektive barns förskola. Barnen filmades i olika vardagliga aktiviteter och därefter transkriberades filmerna, innan de analyserades med ett strukturerat bedömningsmaterial och med beskrivande statistik. De frågeställningar som undersöktes i studien var: Vilka typer av kommunikativa bidrag använder yngre barn med grav cerebral pares i interaktionen med sin närmaste omgivning? Vilka typer av kommunikativa bidrag använder omgivningen i interaktionen med yngre barn med grav cerebral pares? Skiljer sig barnens sätt att delta åt mellan olika vardagliga aktiviteter? Går det att besvara ovanstående frågeställningar med det bedömningsmaterial som utvecklats och översatts av Paulsson 2011? Resultaten av analysen indikerade att fokusbarnen hade en passiv roll i samtalet och främst producerade responser, medan kommunikationspartnern var mer aktiv och tog fler initiativ. Resultaten går därmed i linje med tidigare studiers resultat, från andra länder och med äldre barn. Bedömningsmaterialet går att använda på målgruppen och kan identifiera mönster och skillnader i kommunikationen hos dessa yngre barn. Materialet kräver dock vidare bearbetning för att säkerställa validiteten i resultaten. Ett mer utvecklat material kan tänkas ligga till grund för framtida forskningsstudier av denna målgrupp samt för att skapa underlag för evidensbaserade logopediska insatser. / Communication is crucial to achieve a good quality of life, and it’s also a vital skill to be able to understand others and to make ourselves understood. The basis of a satisfactory communication is that there is an interaction between all parties involved. This requires that there is a mutual exchange between the conversational partners. Disabilities commonly associated with cerebral palsy often lead to difficulties in the individual’s ability to make him- or herself understood. Today there is a lack of Swedish studies investigating how young children with cerebral palsy (CP) interact. The aim of this study/master thesis is to contribute towards a better understanding of how young children (1,5-5 years old) with severe cerebral palsy (GMFCS IV-V) interact with their immediate surroundings. This thesis is a combined qualitative and quantitative case study focusing on turns and communicative functions in the joint interaction of two children with severe cerebral palsy and their communication partners in each child's preschool. Both children were filmed in various everyday activities and subsequently the films were transcribed before being analyzed with a structured assessment material and presented with descriptive statistics. The issues addressed in this study are: What kind of communicative contributions do young children with severe cerebral palsy use in their interaction with their communication partners? What kind of communicative contributions are used by the communication partners when they interact with young children with severe cerebral palsy? Do the way in which children interact vary between various everyday activities? Is it possible to use the assessment material that was developed and translated by Paulsson 2011 to try to answer the questions above? The result of this study indicated that the children in this study used a passive way of communicating. They mainly produced responses, while their communication partners were more active and made more initiations. The results are thus consistent with the results of previous studies from other countries and with older children. The findings indicate that the material can be used to identify patterns and differences in the communication even for younger children, but it requires further adaptations to ensure the validity of the result. A further developed assessment material may form the basis for future research studies of this target group and may create a basis for evidence-based speech- and language pathology interventions.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The main goal of this dissertation is to understand the peculiarities of educational practices with infants and young children from what they express through different languages, considering the registers of the educational policy, National Curriculum Guidelines for Early Childhood Education - DCNEI as curricular proposal reference. Specifically, the research focused in observing day to day ways of interaction between children and educators, children and children from birth to three years old, children and the institutional collective environment in a Municipal School of Early Childhood Education; analyze educational practices developed with infants and young children; and from this, it was sought out to identify specificities for educational practices according to the needs / desires expressed by infants and young children through the different languages. Supported by the theoretical framework of childhood pedagogy and by authors who propose to think about education in the early years of life in a contemporary perspective such as Oliveira-Formosinho (2007; 2013); Richter and Barbosa (2010); Oliveira (2010); Barbosa (2010) proposed the insertion of two nursery classes, through participant observation and research-intervention method. Field diary register and day to day experience filmings were used as data production tools, in which analysis was performed throughout all the research. As the results of this study, we present the peculiarities of social practices such as eating, personal hygiene and sleep produced as educational practices in the indissociability of educating and taking care of babies and young children, the characteristics and the teaching roles as paying attention to the different languages, planning, organization of spaces, mediation of interactions and games such as specificity of the work / teachers / infants and young children; and specificity of spaces and environments for babies and small children in kindergarten as an opportunity of direct interventions with children, the organization of different spaces and discovery of different objects for interaction and games. / Esta dissertação tem como objetivo geral compreender as especificidades das práticas educativas com bebês e crianças pequenas a partir do que eles expressam por meio de diferentes linguagens, tendo em vista os apontamentos da política educacional, Diretrizes Curriculares Nacionais para a Educação Infantil DCNEI - enquanto referência para a proposta curricular. Em específico, a pesquisa visou observar modos de interação cotidianos desenvolvidos entre crianças e educadoras, crianças e crianças de zero a três anos, crianças e o ambiente coletivo institucional em uma Escola Municipal de Educação Infantil; analisar práticas educativas desenvolvidas com bebês e crianças pequenas. A partir disso, buscou-se identificar especificidades para as práticas educativas conforme as necessidades/desejos expressados pelos bebês e crianças pequenas por meio de diferentes linguagens. Amparada no referencial teórico da Pedagogia da Infância e autores que se propõem a pensar a Educação nos primeiros anos de vida em perspectiva contemporânea, como Oliveira-Formosinho (2007; 2013); Richter e Barbosa (2010); Oliveira (2010); Barbosa (2010) propôs-se a inserção em duas turmas de berçário por meio da observação participante e do método da pesquisa-intervenção. Foram utilizados o registro em diário de campo e a filmagem de vivências do cotidiano como instrumentos de produção de dados, cuja análise foi realizada no decorrer de toda a pesquisa. Como resultados deste estudo, apresentam-se: as especificidades de práticas sociais como alimentação, higiene pessoal e sono produzidas como práticas educativas na indissociabilidade do educar e cuidar bebês e crianças pequenas; as características e as funções docentes de atenção às diferentes linguagens, planejamento, organização dos espaços, mediação das interações e brincadeiras como especificidade do trabalho das/os professoras/es de bebês e crianças pequenas; e a especificidade dos espaços e ambientes para bebês e crianças pequenas na Educação Infantil como oportunidade de intervenções diretas com as crianças, a organização de diferentes espaços e exploração de diferentes objetos para interações e brincadeiras.

Currently, early childhood education has been increasing more and more in the educational and political scene, consolidating itself as a useful investigative field, and bringing to the agenda many questions that reveal its potential. Among these emerges the theme of evaluating, a complex concept that involves a multitude of ideas and purposes, especially under the very young babies and children education, given its specificity. Thus, this master's research investigated the evaluation in early childhood education and its dialogue with the pedagogical practices in collective contexts with children 0 to 3 years. The methodological basis of this study adopted the agenda in a qualitative approach, guided by the approach to educational action research (EAR), using as production techniques and data collection participant observation and journaling field. In the review process of the materials produced in the course of the EAR cycles and discussion of the results of the research, we follow the method of content analysis (BARDIN, 1977; TRIVIÑOS,2010). In the search for understanding the constitution of the search field in historical and theoretical perspective, we support the studies of BARBOSA (2008; 2009); Jr. KULMANN (2010); CAMPOS (2014), among others. On the evaluation of the subject in kindergarten and its dialogue with the quality of these contexts use the studies of Hoffmann (2001, 2008, 2012); BONDIOLI (2004); Zabalza (1998); among others, as well as and turning on the documents and legal publications that refer to the evaluation of the subject in this educational stage. In addition to further study on the topic, we seek to relate and highlight the importance of evaluation within the pedagogical practices in early childhood education, understanding it as a key element in the training of teachers and determining the qualification of educational contexts. / Atualmente, a Educação Infantil vem se destacando cada vez mais no cenário educacional e político, consolidando-se como um profícuo campo investigativo, e trazendo à pauta inúmeras questões que revelam a sua potencialidade. Dentre estas emerge a temática da avaliação, um conceito complexo que envolve uma multiplicidade de concepções e finalidades, especialmente no âmbito da educação de bebês e crianças bem pequenas, dada a sua especificidade. Assim, esta pesquisa de mestrado investigou a avaliação na Educação Infantil e sua interlocução com as práticas pedagógicas em contextos coletivos com crianças de 0 a 3 anos. A base metodológica adotada desse estudo pauta-se em uma abordagem qualitativa, guiada pela abordagem da investigação-ação educacional (IAE), utilizando como técnicas de produção e coleta dos dados a observação participante e o registro em diário de campo. No processo de análise dos materiais produzidos no decorrer dos ciclos da IAE e de discussão dos resultados da pesquisa, seguimos o método de análise de conteúdo (BARDIN, 1977; TRIVIÑOS,2010). Na busca por compreender a constituição do campo de pesquisa em perspectiva histórica e teórica, nos apoiamos nos estudos de Barbosa (2008; 2009); Kullmann Jr. (2010); Campos (2014), entre outros. Sobre a temática da avaliação na Educação Infantil e sua interlocução com a qualidade destes contextos utilizamos os estudos de Hoffmann (2001, 2008, 2012); Bondioli (2004); Zabalza (1998); entre outros, e ainda nos debruçarmos sobre os documentos e publicações legais que fazem referência à temática da avaliação nesta etapa educativa. Além de aprofundar os estudos sobre a temática, buscamos relacionar e evidenciar a importância da avaliação dentro das práticas pedagógicas na Educação Infantil, entendendo-a como um elemento fundamental na formação contínua dos professores e determinante para a qualificação dos contextos educativos.

abstract: This dissertation examines how young children engage with digital games at home and how parents think and talk about their children's digital gaming. This is an ethnographic case study of the digital game playing of six three-year-old children in six families. This study combines ethnographic methods and critical perspectives to construct analyses that have the potential to rethink young children's digital game play. The focus of this study is on understanding how digital gaming functions in children's everyday lives. This study shows that young children's digital game play takes place in the interstices of their everyday family life. Digital games do not entirely change or displace other practices in early childhood, but they are integrated into existing young children's everyday practices in their family life. Digital games as a source of young children's imagination enrich young children's play rather than substitute for young children's spontaneous non-digital play. Young children and their parents tactically use young children's mobile game play to cope with their modern life. Negotiating over game selections, time, and space between young children and their parents is an everyday practice of families and digital games are a site not only for family power struggles but also of shared activity. Digital games reflect the dominant culture in which they are produced. However, this study shows that young children do not passively receive the messages in the games but rather make sense of the game contents according to their everyday local experiences. Digital games are now a part of everyday practices for both adults and young children, and young children's digital game play reflects contemporary society. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2015

Respiratory syncytial virus (RSV) is a major cause of serious lower respiratory tract disease among infants and young children worldwide, and understanding the immune response to its infection is essential for intervention strategies. The innate-response serum mannose-binding lectin (MBL), which recognizes a broad range of pathogens and subsequently activates the complement system, has an essential role in the early phase of infection contributing to the development of an acquired immune response. In this study, 82 children <5 years old with confirmed acute RSV infection and 70 controls had MBL levels measured by an indirect ELISA and PBMC phenotypes characterized by flow cytometry. Samples were distributed in four groups: serum/case (81), serum/control (40), PBMC/case (33), PBMC/control (58). Thirty eight cases were <6 months old and most of them had been interned (33/38). The MBL concentrations from all children presented a wide range of values, however, the greater percentage of cases, i.e. 67.9% (55/81) had <500 ng/mL (low/intermediate) MBL levels compared to 40% (16/40) for control subjects. Case and control MBL levels from children <1 month old were not statistically different, but were substantially lower in cases >24 months old (p=0.034). The CD4+ T cells percentage was lower (p<0.001) in children >6 months old compared to controls, while, the CD8+ T cells percentage in cases and controls was similar except for lower frequency in the 6 12 months old cases (p=0,003). T cell activation (CD3+HLA-II+) was significantly higher in cases compared to controls (p<0,001), in contrast to natural killer cells which were generally decreased (p<0,001). These results suggest that acute RSV infection in these children seems to be associated with low MBL levels, but not interfering in T cell activation. / O virus respiratório sincicial (VRS) é a principal causa de doença do trato respiratório inferior em crianças no mundo todo, principalmente nas menores de seis meses de idade e, compreender a resposta imune contra ele é essencial para desenvolver estratégias de intervenção. A lectina ligante de manose (LLM) do presente no soro, relacionada à resposta imune inata, reconhece uma gama de patógenos, ativa o sistema complemento e tem um papel essencial na fase inicial da infecção, contribuindo para o desenvolvimento de uma resposta adaptativa. Neste estudo, 82 crianças <5 anos de idade com infecção pelo VRS confirmada e 70 controles tiveram os níveis de LLM no soro medidos por um ensaio imuno enzimático indireto e também fenótipos das células mononucleares do sangue periférico (CMSP) caracterizado por citometria de fluxo. As amostras foram distribuidas em quatro grupos: soro/caso (81), soro/controle (40), CMSP/caso (33), CMSP/controle (58). Trinta e oito casos eram <6 meses de idade sendo que a maioria deles foi internada (33/38). As concentrações de LLM em todas as idades tiveram uma ampla distribuição, porém, uma grande porcentagem dos casos, isto é, 67,9% (55/81) tiveram níveis de LLM <500 ng/mL (baixo/intermediário), comparado com 40% (16/40) dos controles. Os nívels de LLM dos casos e controles <1 mês de idade não foram diferentes, mas para as crianças >24 meses de idade, os níveis dos casos foram menores (p=0,034). A porcentagem de células T CD4+ dos casos >6 meses de idade foi menor (p<0.001) do que a dos controles. Ainda, não houve diferença entre casos e controles para as células T CD8+, com excessão da faixa de idade entre 6-12 meses em que os casos apresentaram uma menor freqüência (p=0,003). A ativação de células T (CD3+HLA-II+) foi significativamente maior nos casos do que nos controles (p<0,001), em contraste com as células natural killer que geralmente estiveram diminuidas nos casos (p<0,001). Estes resultados sugerem que a infecção aguda por VRS nessas crianças parece estar associada com baixos nívels de LLM, porém não interferindo na ativação de linfócitos. / Mestre em Imunologia e Parasitologia Aplicada

Orientador: Ana Lucia Goulart de Faria / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T21:50:59Z (GMT). No. of bitstreams: 1 Bufalo_JoseaneMariaParice_D.pdf: 4161341 bytes, checksum: b2f2615ff7cce4052421c3d1d2563602 (MD5) Previous issue date: 2009 / Resumo: O objetivo central da presente pesquisa é a análise de como está sendo construída a profissão docente de creche no seio dos movimentos de resistências culturais, uma vez que a concepção de docência, ora focalizada, vai além do trabalho desenvolvido junto aos meninos e meninas de 0 a 3 anos. Ou seja, a complexidade da formação político-cultural das docentes, é contemplada nesta análise, via escolha do objeto Sindicato dos Trabalhadores no Serviço Público Municipal de Campinas, tratado como um espaço educativo mais amplo, pleno de tensões e de lutas, em que se afirma o conceito de classes sociais. Para tal focalizo, nesta pesquisa, os documentos deste Sindicato, no período de 1988 a 2001, os quais, em sua maioria, foram encontrados na própria entidade. Além destes, compõem a pesquisa, três revistas da área da educação e um caderno de poesias, ambos também publicados pelo Sindicato e hoje encontráveis em meu acervo pessoal. Elegi estas fontes primárias já que foram produzidas diretamente pelos trabalhadores e trabalhadoras, do serviço público municipal de Campinas. Nesta pesquisa concebo as docentes de creche como produtoras de culturas, como sujeitos da história que se constroem nas relações de trabalho, de gênero, de idades, de etnias. Neste sentido, as analiso como pertencentes a uma classe social. Ao mesmo tempo, situo historicamente o Sindicato, focalizando-o através dos tempos em sua composição e organização, destacando nas análises as relações de gênero e a educação infantil. Inicio a tese com uma carta, na qual trago à tona experiências por mim vividas, como docente de creche. Com o objetivo também de contemplar as vozes de outras colegas, docentes de creche, isto é, as monitoras, optei por dar início a cada capítulo com uma ata redigida por elas próprias, a qual, por sua vez, foi destacada dentre os documentos do Sindicato. Na abertura de cada capítulo registro, ainda, uma poesia de autoria de trabalhadoras do serviço público municipal, na tentativa de enriquecer as tessituras analíticas apresentadas. Sendo assim no primeiro capítulo abordo a entidade sindical como um espaço de luta e resistência dos trabalhadores e trabalhadoras, bem como discuto a situação de classe social das docentes de creche. Na seqüência, no segundo capítulo enfoco o conceito de docência em creche, através da bibliografia na área. No último e terceiro capítulo contextualizo o Sindicato dos Trabalhadores no Serviço Público Municipal de Campinas, tendo como eixo as relações de gênero e a educação infantil nas pautas de lutas da entidade. Finalizo a tese com uma outra carta, na qual abordo a arte de aprimorar-me como docente de creche, no diálogo com as experiências de pesquisa vividas no doutorado. Destaco, finalmente, que descobri, nesta pesquisa, que na trajetória das reivindicações desta categoria, nem só o salário estava presente nas respectivas pautas, e, sim, encontram-se tantas outras reivindicações, tais como a exigência de melhoria da formação docente, mostrando, assim, que nem só de salário vivem as docentes de creche. / Abstract: The central objective of the present research is the analysis of how the daycare center teaching profession has been formed in the middle of cultural resistance movements, taking into account that the teaching concept, sometimes in focus, is much more than the developed work with the young boys and girls from zero to three years old. In other words, the complex teaching political-cultural formation is contemplated in this analysis, through the chosen object Employees Trade Union in the Municipal Civil Service from Campinas, São Paulo, Brasil, which has been seen as a broader educational place, full of struggles and strains, in which the concept of the social classes has been formed. Searching this objective, I focus on this research, the documents of this Trade Union, from the period 1988 to 2001, which ones, most of them were found in the own institution. Besides these ones, three educational magazines and a poetry notebook has been part of this research, both were also published by the Trade Union and they can be found in my personal library. I have chosen these primary sources because they were produced directly by the women and men employees in the Municipal Civil Service from Campinas, São Paulo, Brasil. In this research, I conceive the daycare centre female teachers as culture formers, as historical subjects which have been formed on the working relationships- social classes, gender relationships, ages and ethnic relationships. In this sense, I analyze them as part of a social class. At the same time, I analyze the Trade Union history, through the focus on the times in its structure and organization, putting in first place the analysis on the gender relationships and the early childhood education. I begin the thesis with a letter, in which I bring back experiences lived by me, as a daycare center teacher. I have chosen, at the beginning of each chapter a minute written by the researched teachers, with the objective of contemplating their participation. These written minutes had a special place in the Trade Union documents. At the beginning of each chapter, I also register a poetry written by the municipal women civil servants, as a way of becoming the theoretical presented analysis richer. In the first chapter, I emphasize the Trade Union Institution as a place of the employees struggle and resistance and I also discuss the social class situation of the daycare center female teachers. Then, in the second chapter I focus on the concept of teaching in daycare center, through the bibliography in this area. In the third and last chapter I put into context the Employees Trade Union in the Municipal Civil Service from Campinas, having as the main subject the gender relationship and the early childhood education on the agenda in the institution struggles. I conclude this thesis with another letter, in which I focus the art of improve myself as a daycare center teacher, in the analysis of the research experiences lived in Doctorate. I finally emphasize that I discovered, in this research, that among the demands of these employees, not only the salary was present on the respective agenda, but also, there are so many different demands, such as a better teaching formation, showing us that daycare center female teachers survive not only by their wage. / Doutorado / Ciencias Sociais na Educação / Doutor em Educação

Orientador: Ana Lucia Goulart de Faria / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T06:29:55Z (GMT). No. of bitstreams: 1 Rossetto_EdnaRodriguesAraujo_M.pdf: 2664647 bytes, checksum: 9bfa9863c5e91a19d61b1d339968704f (MD5) Previous issue date: 2009 / Resumo: Esta pesquisa discute a Ciranda Infantil do MST - Movimento dos Trabalhadores Rurais Sem Terra, no intuito de situar como foi se constituindo essa prática educativa vivenciada pelas crianças, no processo de luta pela terra. A Ciranda constitui-se em um espaço de educação não formal mantida por Cooperativas, Centros de Formação e pelo próprio MST; que procura construir, com as crianças Sem Terra, um trabalho educativo que prime por sua luta enquanto Movimento contra-hegemônico que se contrapõe ao modelo capitalista neoliberal, cuja perspectiva é a da emancipação humana, centrada no trabalho como atividade que produz a vida, ou seja, trabalho vinculado à cooperação e à vivência dos valores humanista e socialista. O universo pesquisado foram as Cirandas Infantis Itinerantes que acontecem em algumas atividades do MST, tais como: cursos, marchas, congressos etc., e ainda a Ciranda Infantil "Ana Dias" na regional de Itapeva, Estado de São Paulo. Os procedimentos metodológicos foram definidos no intuito de desvelar as Cirandas em seu interior, em sua natureza, e no desenvolvimento de suas relações. A coleta dos dados se deu por intermédio da articulação da pesquisa documental, da observação de campo e da entrevista semi-estruturada. Para a análise dos mesmos definiu-se as seguintes categorias: "Luta Social", como observada nos estudos de Roseli Caldart, "Trabalho como princípio educativo", como defendido pelo professor Luiz Carlos de Freitas e Gaudêncio Frigotto, e a categoria da "Auto-organização", como presente nos trabalhos do pedagogo russo Pistrak. Os resultados da pesquisa indicam que as contradições existentes no MST, situam-se na relação com a propriedade privada, na relação com o Estado burguês e no modo de vida dos(as) assentados(as). Apesar destas contradições, as Cirandas Infantis apresentam possibilidades das crianças engajarem-se, desde bem pequenas, na luta pela terra. Luta que, como compreendida pelo Movimento, não se encerra com a conquista da terra, visto ser a primeira de muitas outras lutas para a transformação dessa sociedade capitalista. As Cirandas Infantis, portanto, se configuram em espaços de construção do coletivo infantil, no qual as crianças aprendem a dividir o brinquedo, o lápis, o lanche, a compartilhar a vida em comunidade, e, neste sentido, soma-se às crianças quilombolas, indígenas, ribeirinha e às sem tetos, na luta contra as desigualdades sociais, multiplicando assim as vitórias coletivas e, enchendo o campo e a cidade de alegria, sonhos, utopia e de possibilidade de construir uma sociedade mais justa para todas as crianças e adultos(as) desse país. / Abstract: This research discusses the "Children's Ciranda" of the MST (Landless Rural Workers' Movement) with the objective of contextualizing how this educational practice experienced by the landless children in the struggle for the land was built. The "Ciranda" is a non-formal educational space kept by the Cooperatives, Educational Centers and by MST itself, in order to build, along with the Landless children, an educational work that stands out for its struggle as counter hegemonic movement opposed to the neo-liberal capitalist model. Its perspective is that of human emancipation, based on the concept of the work that produces life, that's to say, work linked with cooperation and humanistic and socialist values. The researched universe was the itinerant "Children's Ciranda" that takes place during some activities of the MST, such as courses, marches, congresses, etc., and the "Children's Ciranda Ana Dias" in Itapeva Region, in São Paulo State. The methodological procedures were defined with the intention of revealing the "Cirandas" from the inside, in its nature, and the development of its relations. Data collection was done through the articulation of documentation research, field observation and semi-structured interviews. The following categories were defined for the data analysis: "social struggle" as observed in the studies of Roseli Caldart, "Work as an educational principle", and as defended by the professor Luiz Carlos de Freitas and Gaudêncio Frigotto, and the category "Self Organization", as present in the works of the Russian educationalist Pistrak. The results of the research indicate that the existing contradictions within MST are placed in the relation with the private property, with the Bourgeois State and the settled people's way of life. Despite these contradictions, the "Children's Cirandas" mean the possibilities that the children, since very early age, become committed to the struggle for the land. Struggle that, as it is understood by the MST, doesn't end with the conquest of the land. This is so because it is just the first of many other struggles to the transformation of this capitalist society. The "Children's Cirandas" are spaces for the construction of the children's collective, in which they learn to share their toys, their pencils, their snacks, they learn to share life in community, and in this sense, they join with the quilombola children, indigenous children, homeless children and riverside children to fight injustice and social inequality, multiplying the collective victories and, filling the rural and urban area with joy, dreams. utopias and possibilities of building a fair society to all children and adults in this country. / Mestrado / Educação, Sociedade, Politica e Cultura / Mestre em Educação

Orientador: Ana Lucia Goulart de Faria / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T22:37:07Z (GMT). No. of bitstreams: 1 Rosa_CleliaVirginia_M.pdf: 16879102 bytes, checksum: 86c9408f834b7b7a22f19622d82cffc9 (MD5) Previous issue date: 2009 / Resumo: O convívio de diferentes classes sociais no mesmo espaço educativo é uma situação pouco comum no Brasil, visto que nossa sociedade é marcada por grandes desigualdades sociais, que produzem lugares sociais diferenciados para alguns grupos, que nem sempre têm acesso a determinados bens materiais e culturais, tais como a educação. Diante dessa realidade, a presente pesquisa teve o objetivo de identificar como ocorre, no cotidiano de uma creche de empresa privada, o convívio entre crianças, mães e professoras de diferentes classes sociais. Através de um estudo do tipo exploratório, observamos e registramos em caderno de campo, diferentes momentos do cotidiano da creche, privilegiando os dias em que aconteceram as reuniões de mães - momentos nos quais estiveram juntas as mães das crianças de diferentes classes sociais e as professoras. Outros procedimentos utilizados neste estudo foram: a pesquisa bibliográfica sobre creches no local de trabalho e a visita em creches de empresa na região norte da Itália, a busca por materiais empíricos que abordassem o histórico da creche pesquisada. Também buscamos dados em jornais brasileiros sobre creches no local de trabalho. As conclusões desta pesquisa revelaram que, na instituição estudada, que reúne crianças pequenas de diferentes classes sociais, as relações adulto-adulto, protagonizadas pelas mães e professoras da creche, aparecem como ponto de tensão à dicotomia entre as atividades de cuidado e educação das crianças, ao mesmo tempo em que há, por parte das professoras, o desejo do reconhecimento de seu profissionalismo junto aos diferentes grupos de mães. Outro dado importante diz respeito à "concorrência" entre o tempo da infância e o tempo do capital, vivido pelas crianças na creche junto ao local de trabalho de suas mães. A pesquisa evidenciou também, que a temática das creches de empresa, em seu aspecto educacional, é um tema ainda pouco explorado, o que justifica a contribuição deste estudo para a construção de conhecimentos sobre tais instituições, que se constituem, ao mesmo tempo, como um direito trabalhista de pais e mães, e também um direito da criança. / Abstract: The coexistence of different social classes within the same educational environment is an uncommon situation in Brazil, given the acute social inequalities in our country; therefore, different social spaces are produced for these groups, that rarely have access to material and cultural assets. Due to this situation, the present research was aimed at identifying what the routine in a on-site day care center in a private company is like and how the interaction vamongst children from different social classes takes place. Through an exploratory survey, a variety of situations regarding the environment at the day care center were observed, with focus on those days when parents meetings took place. On those moments, the children's parents were among others from different social classes including their teachers. Another resource used in this master's dissertation was the bibliographic database on day care centers at the work place; furthermore, there was a visit to a day care facility in northern Italy in order to find empirical data on the historical background of this day care center. Moreover, there was an effort to look for data in Brazilian newspapers about day care centers in the workplace. The final conclusions of this research show that, the relationship among adults experienced by the mothers and teachers of the day care center showed as a tension point the dichotomy between the activities of looking after and educating the children.. Moreover, our research revealed the search by the teachers involved for professional recognition from the children's mothers. This survey also reveals the "competition" between childhood time and capital time faced by children at the day care center in their mother's workplace. The topic of day care centers at companies has so far been little explored from an educational perspective. This research aims to contribute to the construction of knowledge in such institutions, which must attend to not only to the working parent's rights but also to the children's rights. / Mestrado / Educação, Sociedade, Politica e Cultura / Mestre em Educação