[pt] O objetivo desta dissertação é analisar o que significa
ou
pode significar ser
um professor mediador na educação de crianças pequenas. O
trabalho é
embasado pelo conceito de mediação semiótica de Vigotski,
pelo conceito de
signo de Bakhtin e pelo referencial da Sociologia da
Infância. Além disso, os
textos teóricos da década de 90 e 2000, que tratam do
tema
da mediação do
professor são referências para o estudo. Com o foco
direcionado para as relações,
a pesquisa busca conhecer quais os tipos de mediação
realizadas pelos sujeitos
adultos e crianças que integram duas turmas de educação
infantil em uma escola
de ensino fundamental, compreendendo como eles se
concebem
e concebem suas
ações na escola. No contexto do trabalho de campo, as
relações entre crianças,
adultos e signos mediadores permitiram a percepção de
algumas recorrências e,
também, algumas diferenças nos tipos de mediações que
ocorrem no cotidiano de
cada grupo. No caso das mediações dos adultos com as
crianças das turmas A
(crianças de 4 anos) e B (crianças de 5 anos), são
presentes as mediações do tipo
organizadoras, as do tipo desafiadoras no que diz
respeito
à convivência com os
colegas, as mediações do tipo informativas e as mediações
do tipo instrutivas, ou
seja, siga o modelo do professor. No caso das mediações
de
crianças com
crianças e com adultos, foram observadas as que as
crianças
solicitam a
participação direta do adulto para resolver algo que
sozinhas não conseguiram, as
que se inspiram nas falas ou atitudes do adulto sem a
presença direta deste em
suas ações e as mediações que vão além do modelo adulto.
Nestas relações,
signos revelam idéias e concepções importantes para uma
discussão sobre as
práticas escolares para/ com as crianças pequenas. / [en] The purpose of this research is to analyse what being a
mediator teacher means or is
likely to mean in children education. This investigation is
based on i) Vigotski's concept
of semiotic mediation, ii) on the concept of signs
developed by Bakhtin; iii) on the studies
of early childhood Sociology, and, finally, iv) on the
theoretical texts that approached the
topic between the 1990s and the year 2000. Focusing mainly
on the relationship among
individuals, this study seeks to investigate the types of
mediations which occur between
adults and children in the school environment. The research
was carried out with two
different classes of four and five- year-old children
pupils, respectively, in a state school
of Early Childhood Education and Primary School, with the
purpose of comprehending
how children and adults perceive themselves and perceive
their actions in that particular
environment. The field work provided a broad understanding
of the mediating signs
existing in the relationship between children and adults,
their recurrences and also the
differences in the types of mediation that occur in the
every-day interaction in each
group. The mediations identified between the adults and the
children in group A (fouryear-
old children) and B (five-year-old children) are: the
organising mediations;
challenging mediations, encountered in inter personal
communication with their peers;
informative mediations, and instructive mediations which
position the teachers as
models to be immitated. As for the mediations occurring
when adults and children are
engaged in joint activity, it could be noticed that
mediation was necessary in situations in
which children often requested the adults as a support to
appproach problems that they
were not be able to solve by themselves. There was also the
kind of mediation which
could be found in the adults' speeches and attitudes,
regardless of their presence. Finally,
it could be seen that some mediations were beyond the adult
model. Yet, in all these
relations, the signs have proved to be crucial tools, in
that they reveal important ideas and
concepts that enable us to discuss and reflect on the
school practices regarding small
children.
| Identifer | oai:union.ndltd.org:puc-rio.br/oai:MAXWELL.puc-rio.br:12368 |
| Date | 20 October 2008 |
| Creators | TATIANA DE FREITAS ORDONHES DE MELLO |
| Contributors | SONIA KRAMER |
| Publisher | MAXWELL |
| Source Sets | PUC Rio |
| Language | Portuguese |
| Detected Language | English |
| Type | TEXTO |
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