Tia, deixa eu falar! Os sentidos atribuídos por crianças da pré-escola à roda de conversa em um centro de educação infantil do município de Fortaleza

Abstract

This research has as its main goal to analyze the meanings attributed by preschool children to circle time in a public center for Early Childhood Education in Fortaleza. Thus, this paper sought to characterize the phenomenon investigated in a preschool class; to describe the children‟s impressions of the teacher‟s role; to investigate the role that the children play in the circle time; know through their families the contexts of children‟s lives. This study has a theoretical support the social-interactionist approach of Vygotsky (1998, 2005, 2009) and Wallon (2007, 2008) on the importance of the construction of thought and language in child development, as well as Freire‟s (1967, 1987, 1996) dialogical and democratic conception of education and also the studies on childhood‟s cultures represented by Corsaro (2011), Sarmento (2004, 2005, 2007) and Barbosa (2014), who contribute to the understanding of childhoods as a social category and of children as producers of culture. The methodological approach is qualitative and is inspired by ethnographic studies adapted to education. Children from preschool, four and five years old students are the main subjects and participated in the study. As instruments for the construction of data were used: participant observation, individual interview with drawings and collective interview with stories to be completed by the children, observation of a make-believe situation in which the children represented a circle time and semi-structured interviews with the research collaborators: the teacher and the children‟s families. Records were made through field diary, photography, audio recorder and filming. Data analysis revealed that the circle time performed in the investigated context is understood as a time for combined didactic activities, projects and music. In its realization the teacher presents themes to be presented, generators of conversations for which, not always, children are interested. The children as competent dialogical subjects resist this normalization and bring their questions and subjects of interest to the circle time, breaking with the schooling logic.