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Previous issue date: 2016-02-24 / This is a survey about working with children's literature whose general objective is to investigate what children 5-6 years have to say from the readings of stories carried by the librarian and the teacher in Early Childhood Education class. From this, the following specific objectives were outlined: (i) investigate the influences and adult mediation contribution in the psychological development of children, working with children's literature in kindergarten; (Ii) analyze what children have to say from reading stories, identifying trends. As methodological procedures were used: semi-structured interviews with the teacher and the librarian; observation of the readings made by the librarian and teacher; collective and semi-structured interviews (with groups of two to five participants) with the children after the readings. Both the interviews and the observations were video-filmed in order to have the possibility of returning the scenes identifying gestures accompanying speech or even less clear conversations at the time of going to the field, and that the recordings preserved. In total we obtained for analysis: three moments of conversation / interview with the librarian and an interview with the teacher; nine video footage of readings taken; 18 interviews with groups of children; and 49 drawings produced by children during interviews. The empirical material was analyzed qualitatively, with basis in historical-cultural theory, focusing on the concepts of imagination and memory as psychic functions superiors in development in children and socially constituted. They were used as axes of analysis of the interviews with the children, and the observations of the readings: the narratives produced by children who retold the story; discussions in which participants put their views; experience reports; and invented narratives. At the end of the analysis we realized that the retelling of the story was not individually with each child, but rather was built by a collective memory of each group of children interviewed. We also note that post-reading moments in which the book is still holding material and imagination is instigated and allowed, are important to (re) signification and appropriation that children make the text. Moreover, one can realize that creative ideas, in which the children sought to incorporate new elements to the story, have become increasingly frequent over the interviews. We also point out that adults of mediations - the teacher, the librarian, the researcher - in each of the situations experienced by children participants, solicit, encourage and legitimize different statements and behavior of children, contributing in different ways to the children's psychological development. It was found that adult mediation, the way it handles text and leads reading can contribute more positively or less in the formation of memory and imagination of children, encouraging them to create or primarily reproduce. / Trata-se de uma pesquisa sobre o trabalho com a literatura infantil cujo objetivo geral ? investigar o que as crian?as de 5 a 6 anos t?m a dizer a partir das leituras de hist?rias realizadas pela bibliotec?ria e pela professora, numa turma de Educa??o Infantil. A partir deste, foram delineados os seguintes objetivos espec?ficos: (i) investigar as influ?ncias e contribui??o da media??o do adulto no desenvolvimento ps?quico das crian?as, no trabalho com a literatura infantil na Educa??o Infantil; (ii) analisar o que as crian?as t?m a dizer a partir das leituras de hist?rias, identificando tend?ncias. Como procedimentos metodol?gicos foram utilizados: entrevista semiestruturada com a professora e com a bibliotec?ria; observa??o das leituras realizadas pela bibliotec?ria e professora; e entrevistas semiestruturadas coletivas (com grupos de dois a cinco participantes) com as crian?as ap?s as leituras. Tanto as entrevistas quanto as observa??es foram v?deo-filmadas a fim de termos a possibilidade de retornar as cenas identificando gestos que acompanham falas ou mesmo conversas menos n?tidas no momento da ida a campo, e que as grava??es conservam. No total obtivemos para an?lise: tr?s momentos de conversa/entrevista com a bibliotec?ria e uma entrevista com a professora; nove v?deo-filmagens das leituras realizadas; 18 entrevistas com os grupos de crian?as; e 49 desenhos produzidos pelas crian?as durante as entrevistas. O material emp?rico foi analisado qualitativamente, com embasamento na teoria Hist?rico-cultural, com foco nos conceitos da imagina??o e da mem?ria como fun??es ps?quicas superiores em desenvolvimento nas crian?as e constitu?das socialmente. Foram utilizados como eixos de an?lise das entrevistas com as crian?as, bem como das observa??es das leituras: as narrativas produzidas pelas crian?as que recontavam a hist?ria; discuss?es nas quais os participantes colocavam seus pontos de vista; relatos de experi?ncia; e narrativas inventadas. Ao final das an?lises pudemos perceber que o recontar da hist?ria n?o se fazia individualmente com cada crian?a, mas sim era constru?do por uma mem?ria coletiva de cada grupo de crian?as entrevistadas. Pudemos notar tamb?m que momentos p?s-leitura, nos quais o livro ainda ? material de explora??o e a imagina??o ? instigada e permitida, s?o importantes para a (re)significa??o e apropria??o que as crian?as fazem do texto. Al?m disso, pode-se perceber que ideias criativas, nas quais as crian?as buscavam incorporar novos elementos ? hist?ria, tornaram-se cada vez mais frequentes com o decorrer das entrevistas. Destacamos ainda que as media??es dos adultos - a professora, a bibliotec?ria, a pesquisadora - em cada uma das situa??es vivenciadas pelas crian?as participantes da pesquisa, solicitam, estimulam e legitimam diferentes enunciados e comportamentos das crian?as, contribuindo de maneiras distintas para o desenvolvimento psicol?gico infantil. Foi poss?vel constatar que a media??o do adulto, o modo como ele lida com o texto e conduz a leitura pode contribuir mais positivamente ou menos na constitui??o da mem?ria e da imagina??o das crian?as, incentivando-as a criarem ou a, prioritariamente, reproduzirem.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/863 |
| Date | 24 February 2016 |
| Creators | Brito, Larissa Elizabeth de Barros |
| Contributors | Rocha, Maria Silvia Pinto de Moura Librandi da, Tassoni, Elvira Cristina Martins, Nogueira, Ana L?cia Horta |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Educa??o, PUC-Campinas, Brasil, CCHSA ? Centro de Ci?ncias Humanas e Sociais Aplicadas |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
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