"Você parece criança!" os espaços de participação das crianças nas práticas educativas

Abstract

This research attempted to discover the spaces for participation of children in the context of educational practices in a Municipal Center for Early Childhood Education in Dourados-MS. The theory and methodology was based on Elias (1980; 1994; 2006), Cohn (2005), Corsaro (2005;2009), Kuhlmann (1998; 2001; 2003), Sarat (2004), Gebara (2005), Minayo (1993) and others still. For that, we conducted a case study with ethnographic inspiration with children 3 years and 2 months to 4 years and 4 months old during 6 months. The information was obtained from footage, photos, voice records and in a field dairy. To analyze the information, choose a reading that could put in evidence, from the perspective of children and adults, the composition of aspects that more is presented in the speeches and in interlocutions these (children) in phrases and questions on the daily actions. Through the references pointed out, we conclude that the ways of being, thinking and acting of children can mediate and consolidate new educational practices the extent that space for participation is constructed considering the rights of children and not devaluing forms of learning and knowledge from one generation to another. It was noted that this space for participation is constantly marked by elements of the adult world that identify the child as be incomplete, characterized by the need of preparation, however, they create strategies that dribble obstacles. We observe that they build relationships based on their experience, sometimes conflictive, highlighting the opposition of interests and disputes, sometimes peacefully, approaching themselves of other as a way to balance or need. The speeches appeared need of the children establish networks of relations and the power aspect was one of elements of intersection of daily practices of both sides. Therefore, the suggestion is that it is a reading of adults, seeking to understand the child's perception.