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Previous issue date: 2018-05-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The aim of this research is to analyze cultural discourses and practices around processes of infant moralization, based on the notion "child without boundaries".This notion is thought here as a device for adult moral regulation, present in intergenerational relationships, especially in a context of a community child education institution, in the city of Porto Alegre. Educators - working women - resort to judgments, accusations and complaints when they think about the behavior of children and when they identify that there are children "without boundaries" in the daily institutional. For this relational problem, the educators affirm that the children "need routine", mainly, those "without boundaries", since they challenge the processes of normatization, of institutional disciplinary. According to field observations, educational practices were verified based on a logic of constant control over the actions of the littles ones, based on the school routine. The perspective of the educators are also directed to the outside of school, that is, to the relatives or responsible ones, who seem to "fail" in the processes of education of the children and, consequently, demanding of the educators a moral "education" that they do not want to fulfill, since for them the role of kindergarten and preschool is to teach, leaving the task of educating to the competence of the family. In this educational context, dialogue with the children is also opened and it is observed that children, with their particular histories and perspectives, are few considered as participating subjects and able to contribute to the daily work in the institution. They feel and perceive the daily adult rhythm, they seek to resist in some way, but there are power relationships, and a predicted reproduction in the activity schedule. There are conceptions of education, childhood, adulthood and the very work of early childhood education. Based on data and analysis, this research seeks to reflect on the need to improve more democratic educational practices in relationships between adults and children and allowing spaces for children's agency and not only a continuity of a model of intergerational education based on the norm and on the nostalgia of an authority lost in the past that needs to be rescued. / O objetivo desta pesquisa ? analisar discursos e pr?ticas culturais em torno de processos de moraliza??o infantil, a partir da no??o ?crian?a sem limites?. Essa no??o ? pensada aqui enquanto um dispositivo de regula??o moral adulta presente nas rela??es intergeracionais, em especial, em um contexto de uma institui??o de educa??o infantil comunit?ria na cidade de Porto Alegre. As educadoras ? mulheres trabalhadoras ? lan?am m?o de julgamentos, acusa??es e queixas ao pensarem sobre as condutas das crian?as e ao identificarem que existem crian?as ?sem limites? no cotidiano institucional. Para tal problem?tica relacional, as educadoras afirmam que as crian?as ?precisam de rotina?, principalmente aquelas ?sem limites?, j? que estas desafiam os processos de normatiza??o, de disciplinamento institucional. De acordo com observa??es de campo, verificaram-se pr?ticas educativas a partir de uma l?gica do constante controle frente ?s a??es dos pequenos com base na rotina escolar. O olhar das educadoras tamb?m est? voltado para fora da escola, ou seja, para os familiares ou respons?veis, os quais parecem ?falhar? quanto aos processos de educa??o dos filhos, exigindo das educadoras, consequentemente, uma ?educa??o? moral que elas n?o desejam cumprir, pois para elas o papel da creche e pr?-escola ? ensinar, deixando a tarefa do educar como compet?ncia da fam?lia. Nesse contexto educacional, abre-se tamb?m o di?logo com os pequenos e observa-se que as crian?as, com suas hist?rias e perspectivas particulares, s?o pouco consideradas como sujeitos participantes e capazes de contribuir com o fazer cotidiano na institui??o. Elas sentem e percebem o ritmo adulto di?rio, buscam resistir de alguma forma, mas existem rela??es de poder e uma reprodu??o prevista no cronograma de atividades. Existem concep??es de educa??o, de inf?ncia, de adultez e do pr?prio trabalho de educa??o infantil. A partir dos dados e de an?lise, este trabalho de investiga??o busca apontar reflex?es em torno da necessidade de se aprimorar pr?ticas educacionais mais democr?ticas nas rela??es entre adultos e crian?as que permitam espa?os para ag?ncia infantil e n?o somente uma continuidade de um modelo de educa??o interet?ria voltado para a norma e para a nostalgia de uma autoridade perdida em um passado, que precisa ser resgatada.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/8282 |
| Date | 30 May 2018 |
| Creators | Dorneles, Edson Bertin |
| Contributors | Ribeiro, Fernanda Bittencourt |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Ci?ncias Sociais, PUCRS, Brasil, Escola de Humanidades |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -7367027085764623952, 500, 500, 500, 600, -6557531471218110192, -7650993349275569678, 2075167498588264571 |
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