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Orientador: Ana Lúcia Goulart de Faria Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo: A presente tese de doutorado apresenta os frutos de um processo de pesquisa e criação, buscando articular artes e ciências humanas. Em seu prólogo expõe brevemente o processo de construção do trabalho, destaca os capítulos, suas imagens, emaranhando as trajetórias da pesquisa e a minha de pesquisadora. A tese está dividida em dois momentos, o primeiro que situa a pesquisa a partir da busca de um entrelaçamento de tempos distintos e complementares de minha trajetória pessoal e acadêmica, no intuito de construir uma linguagem autoral que me permitiu criar uma exposição, na qual a forma e o conteúdo do meu tema: a estética da infância e a produção das culturas infantis vão sendo experimentadas entre a descrição narrativa, análise fílmica e as articulações teóricas e literárias. No segundo momento proponho algumas reflexões sobre o cinema como linguagem audiovisual que permite pensar, criar e construir possibilidades estéticas de uma infância, enquanto tempo a ser inventado e construído na interface das experiências históricas do passado, do presente e do futuro, ou seja, cinemas e infâncias no plural, na diversidade e multiplicidade de pontos de vista. Entre os textos, abri interstícios visuais para potencializar as imagens que estão nas linhas e entrelinhas do texto escrito. Muitos filmes foram evocados durante a pesquisa, como referências iniciais, busquei as relações entre infância, cinema e memória das Ditaduras Militares no Brasil e na América Latina, trazendo reflexões acerca de "A História Oficial" e "Infância Clandestina" (Argentina, 1985 e 2012 respectivamente), "Machuca" (Chile-Espanha, 2004), "A Culpa é do Fidel" (França, 2006), "O Labirinto do Fauno" e "A Espinha do Diabo" (Espanha-México, 2006, 2001 respectivamente) e "O ano em que meus pais saíram de férias" (Brasil, 2006); somando a estes no percurso, busquei a "criança estrangeira" em "Abril Despedaçado" (2001) e "Mutum"(2006), ambos produções brasileiras. Neste caleidoscópio de imagens e palavras, buscando construir uma metodologia antropofágica e alquímica, entre outros trago como referências Walter Benjamim, Pier Paolo Pasolini, Andrei Tarkoviski, Fredric Jameson, Leandro Konder, Milton de Almeida. Crianças e infâncias no neo realismo do cinema italiano de Roberto Rosselini à pedagogia da infância e da maravilha de Loris Malaguzzi. Encerro com um epílogo-experimento criativo, um desvio final para alimentar o pensamento a cerca da totalidade desta tese e seu percurso metodológico de pesquisa e criação em educação, elegendo o cinema de autor, político, de poesia como referência. Cinema que constroi e descontroi infâncias, através de filmes para as crianças, filmes das crianças e com as crianças. Em todas as frentes a perspectiva foi e é de contribuir no processo histórico no presente, com as crianças e as culturas infantis que alimentam nossos sonhos e utopias de uma educação emancipatória, trangressora e libertária Abstract: This PhD thesis presents the results of a research and creation process that aimed to combine art and human science. In its prologue it briefly describes the work building process, highlights the chapters and its images, combining both the research and the researcher¿s pathway. The thesis is divided into two stages, the first one depicts the research from the standpoint of the combination of distinct and complementary times of my personal and academic trajectory, in order to build an authorial language that allowed me to create an exhibition in which form and content of my research theme the childhood aesthetics and the production of child culture ,are experimented amongst narration description, film analysis as well as literature and theoretical articulations. As a second step I propose some reflections about the cinematography as audiovisual language that allows thinking, creating and constructing aesthetic possibilities of a childhood, as a time to be invented and constructed on the interfaces of historical experiences of the past, present and future, in other words, cinematography and childhood in the plural, diversity and multiplicity of points of view. In between the texts, I opened visual interstices to enhance the images that are in the lines or between the lines of the written text. Many movies were evoked during the research, for initial references I examined the relationship between childhoods, cinematography and memories of the Military Dictatorship in Brazil and in Latin America, bringing up reflections around "A História Oficial" and "Infância Clandestina" (Argentina, 1985 and 2012 respectvely), "Machuca" (Chile-Spain, 2004), "A Culpa é do Fidel" (France, 2006), "O Labirinto do Fauno" e "A Espinha do Diabo" (Spain-Mexico, 2006, 2001 respectvely) and "O ano em que meus pais saíram de férias" (Brazil, 2006), adding to this route, I looked for "foreign children" in "Abril Despedaçado" (2001) and "Mutum"(2006), both Brazilian productions. In this kaleidoscope of images and words, seeking to build an anthropophagic and alchemical methodology, amongst others I bring as references names like Walter Benjamim, Pier Paolo Pasolini, Andrei Tarkoviski, Fredric Jameson, Leandro Konder, Milton de Almeida. From children and childhood in the neo realism of the Italian cinema by Roberto Rosselini to pedagogy of childhood and the wonder, by Loris Malaguzzi. I close with a creative epilogue-experiment, a final challenge to feed our thoughts around the totality of this thesis and its methodological pathway of researching a creation in education, selecting the political, poetic auteur cinema, as reference. Cinematography can construct and deconstruct childhoods, through movies for children, from children, and with children. On all fronts, the prespective has been and is to contribute to the historical process in the present, with the children and child cultures that feed our dreams and utopias of a liberating, transgressive and free education Doutorado Ciências Sociais na Educação Doutora em Educação

Orientador: Ana Lúcia Goulart de Faria Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo: Esta pesquisa de doutorado investiga a formação de professores(as) de Educação Infantil no Curso de Pedagogia e tem como objetivo central analisar uma experiência de estágio na Educação Infantil, com uma turma de estudantes-estagiárias da Universidade Federal do Tocantins, campus de Miracema. Busca também problematizar as políticas públicas de formação de professores(as) para a primeira etapa da Educação Básica, na articulação com os movimentos sociais e feministas. Os cadernos de campo foram utilizados como principal ferramenta para o registro das observações do estágio e analisados com base nas categorias: professor(a)-família; professor(a)-professor(a); professor(a)-criança (políticas); professor(a)-crianças (pedagogia); criança-criança, com o olhar voltado para o espaço físico, as relações de gênero e étnico-raciais e as brincadeiras infantis. Além disso, aplicou-se um questionário e realizaram-se entrevistas com as estagiárias. O estudo aborda os saberes e os fazeres nas creches e nas pré-escolas e aprofunda e destaca a especificidade da docência com crianças pequenas, à medida que guarda distanciamentos com relação ao ensino escolar. A partir do olhar das ciências sociais, as crianças são vistas como protagonistas do próprio processo de formação, com direito de coletivamente produzir as culturas infantis. As análises evidenciam as lacunas presentes no projeto pedagógico curricular do curso de Pedagogia e permitem propor a arte ao lado das outras ciências da educação, para a formação de professores(as) de crianças pequenas. O estudo, que permitiu às estagiárias conhecer mais sobre as crianças e descrever e analisar o cotidiano das creches e das pré-escolas, destaca a importância dos estágios na formação de docentes e pretende contribuir com a formação de professores(as) de crianças da Educação Infantil e dos anos iniciais do Ensino Fundamental, na construção da Pedagogia da Infância de 0 a 10 anos Abstract: This doctoral research investigates the training of Early Childhood Education teachers in the Course of Pedagogy and has the main purpose of analyzing an experience of internship in Early Childhood Education, among a class of female students/interns from the Federal University of Tocantins, campus of Miracema. It also seeks to problematize the public policies of teacher education for the first stage of Basic Education, in articulation with the social and feminist movements. The fieldwork notebooks, main tool used to write down the observations, were analyzed on the basis of the following categories: teacher-family; teacher-teacher; teacher-child (policies); teacher-children (pedagogy); child-child, taking a look at the physical ambience, gender and ethnic/racial relations and children at play. In addition, a questionnaire was applied and interviews were conducted with the female interns. The study deals with the teacher's knowledge and doing in the day-care centers and pre-schools, and also highlights and goes deep into the specific aspects of teaching aimed at young children, as it keeps a distance in relation to regular schooled teaching. From the perspective of the social science, children are seen as protagonists of their own formation process, with the right to collectively produce the so called children's cultures. The analyses make it clear that there are gaps in the pedagogical-curricular project of the Course of Pedagogy and they also allow the use of art, together with other sciences of education, in the training of teachers who will work with young children. The study, which allowed the female interns to get to know more about children and describe and analyze the everyday routine of day-care centers and preschools, is intended to contribute with the formation of Early Childhood Education teachers and the first years of regular schooling, in the construction of the Pedagogy of Childhood from zero to 10 years Doutorado Ciências Sociais na Educação Doutora em Educação

The main purpose of this study was to examine the perceptions of preschool teachers and parents on the extent to which technology and digital media (TDM) contribute toward developing child culture in Jordanian early years education. A random sample of (170) preschool teachers and (310) parents of preschoolers participated in the study; 10 teachers and 15 parents were later interviewed. In order to achieve the aims of the study, the researchers developed a 26-item questionnaire covering seven aspects that measure the goals of child culture. Results revealed that teachers and parents considered the contribution of TDM to child culture as relatively high. However, there was a disagreement on the level of child culture aspects among study participants. Moreover, results of the independent t -test showed statistical differences between teachers' and parents' perceptions of the role that TDM play in developing child culture as parents responded more positively to the contributions of TDM than teachers. Within the context of the findings of the study, implications are outlined for expanding the use of TDM in early years education.

Submitted by Ana Lúcia Araújo (analu@ufba.br) on 2018-05-11T12:43:23Z No. of bitstreams: 1 Tese de Doutorado-ANA LÚCIA SOARES DA CONCEIÇÃO ARAÚJO.pdf: 5942847 bytes, checksum: b3f1241254c7ad455bf77e0700883872 (MD5) Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-05-17T14:08:03Z (GMT) No. of bitstreams: 1 Tese de Doutorado-ANA LÚCIA SOARES DA CONCEIÇÃO ARAÚJO.pdf: 5942847 bytes, checksum: b3f1241254c7ad455bf77e0700883872 (MD5) Made available in DSpace on 2018-05-17T14:08:03Z (GMT). No. of bitstreams: 1 Tese de Doutorado-ANA LÚCIA SOARES DA CONCEIÇÃO ARAÚJO.pdf: 5942847 bytes, checksum: b3f1241254c7ad455bf77e0700883872 (MD5) As crianças, ao interagirem com as tecnologias digitais como um dos artefatos da era da revolução tecnológica da sociedade, transformam a sua cultura lúdica infantil e modus operandi de construção de conhecimento. Opera-se com tal forma de comunicação uma interatividade virtual, agregando-se a outras formas de brincar das crianças pequenas, como o brincar livre, propiciado pelos jogos simbólicos e/ou brincadeiras tradicionais. O tempo e o espaço para as crianças são invisíveis no que se refere ao entretenimento, prazer e habilidades proporcionados com o uso das tecnologias. A proposta da pesquisa apresentada ao Programa de Pós-Graduação do Doutorado Multi-institucional e Multidisciplinar em Difusão do Conhecimento consistiu em investigar: como se dá a produção da cultura lúdica infantil das crianças de 3 a 5 anos com uso das tecnologias digitais? O objetivo geral da investigação foi compreender a produção da cultura lúdica infantil das crianças com o uso das tecnologias. Para fundamentar a pesquisa, foram utilizados os aportes da Sociologia da Infância sobre as concepções de crianças, infâncias e cultura infantil e estudos culturais, os quais abordam os perfis dos usuários das tecnologias digitais. O estudo caracterizou-se como antropossociológico, tendo o ambiente educacional-familiar, nos quais as crianças agem, ativamente, como espaços de socialização. A triangulação da análise foi realizada com os seguintes procedimentos de produção de dados: observação participante, aplicação de questionário com os pais e responsáveis, escuta das narrativas infantis por meio de grupo focal com filmagem e auxílio de um gravador digital, desenhos e conversas informais com as crianças nas atividades da rotina pedagógica, a fim de atingir os objetivos da pesquisa, no período do ano letivo de 2016, no contexto escolar de um Centro Municipal de Educação Infantil, no Município de Salvador-BA, no bairro de Pernambués, com crianças do segmento creche de 3 anos e pré-escolar, com 4 a 5 anos. Nos resultados, as crianças demonstraramse protagonistas na construção de uma cultura lúdica, que incorpora as tecnologias digitais como smartphones, tabletes e computadores como objetos culturais nas suas brincadeiras ou nos rituais culturais. Esses ritos culturais funcionam como forma de expressão dos desejos de consumo das crianças e revelam o elemento que compõem a cultura lúdica em determinado processo histórico e social. Como as crianças constituem-se como sujeitos também nas relações estabelecidas com os adultos, verificou-se no estudo que as concepções dos usos das tecnologias pelas crianças diferenciam-se aos dos pais e educadores. Outro aspecto evidenciado é que as crianças não negligenciam outras outras lúdicas com o corpo ou jogos simbólicos nas suas relações interindividuais. RESUMEN Los niños y niñas al interactuar con las tecnologías digitales como uno de los artefactos de la era de la revolución tecnológica de la sociedad transforman su cultura lúdica infantil y modos operandi de construcción de conocimiento. Se opera con esta forma de comunicación una interactividad virtual, agregándose a otras formas de jugar de los niños pequeños como el juego libre propiciado por los juegos simbólicos y/o bromas tradicionales. El tiempo y el espacio para los niños son invisibles en lo que se refiere al entretenimiento, el placer y las habilidades proporcionadas con el uso de las tecnologías. Se pretendió con la investigación, propuesta al Programa de Postgrado del Doctorado Multi-institucional y Multidisciplinario en Difusión del Conocimiento, investigar: ¿Cómo se da la producción de la cultura lúdica infantil de los niños y niñas de 3 a 5 años con uso de las tecnologías digitales? El objetivo general de la investigación fue comprender la producción de la cultura lúdica infantil de los niños y niñas con el uso de las tecnologías. Para fundamentar la investigación fueron utilizados los aportes de la Sociología de la Infancia sobre las concepciones de niños, infancias y cultura infantil y Estudios culturales que abordan los perfiles de los usuarios de las tecnologías digitales. El estudio se caracterizó como antropossociológico, teniendo el ambiente educativo-familiar, en los que los niños actúan, activamente, como espacios de socialización. La triangulación del análisis se realizó con los siguientes procedimientos de producción de datos: la observación participante, aplicación de cuestionario con los padres y responsables, escucha de las narrativas infantiles por medio de un grupo focal con filmación y auxilio de un grabador digital, dibujos y conversaciones informales con los niños en las actividades de la rutina pedagógica, a fin de alcanzar los objetivos de la investigación, en el periodo del año lectivo de 2016, en el contexto escolar de un Centro Municipal de Educación Infantil, en el Municipio de Salvador, Bahía, en Pernambués con niños y niñas as del segmento en guardería de 0 años y preescolar con edades de 4 a 5 años. En los resultados los niños y niñas se mostraron protagonistas en la construcción de una cultura lúdica, que incorpora las tecnologías digitales como smartphones, tabletas y computadoras como objetos culturales en sus juegos o en los rituales culturales. Estos ritos culturales funcionan como forma de expresión de los deseos de consumo de los niños y niñas y revelan elementos que componen la cultura lúdica en determinado proceso histórico y social. Como los niños y niñas se construyen como sujetos también en las relaciones establecidas con los adultos. En el estudio se verificó que las concepciones de los usos de las tecnologías por los niños se diferencian a los de los padres y educadores. Otro aspecto evidenciado es que los niños y niñas no descuidan otras actividades lúdicas con el cuerpo o juegos simbólicos en sus relaciones interindividuales. ABSTRACT Children interacting with digital technologies as one of the artifacts of the technological revolution of society transform their playful childhood culture and operandi ways of building knowledge. This form of communication is used as a virtual interactivity, joining other forms of small children's play such as free play provided by traditional games and / or symbolic games. Time and space for children are invisible in terms of entertainment, pleasure, and skills provided by the use of technology. With the research, proposed to the Post-Graduation Program of the Multi-institutional and Multidisciplinary Doctorate in Diffusion of Knowledge, investigate: How is the production of the children's play culture produced from 3 to 5 years old using technologies digital images? The general objective of the research was to understand the production of children's play culture with the use of technology. In order to base the research, we used the contributions of the Sociology of Childhood on the conceptions of children, childhood and children culture and Cultural Studies that address the profiles of users of digital technologies. The study was characterize as anthropossociological, having the educational-family environment, in which children actively act as spaces of socialization. The triangulation of the analysis was performed with the following data production procedures: participant observation, questionnaire application with parents and guardians, listening to children's narratives through a focus group with filming and aid of a digital recorder, drawings and informal conversations with the children in the activities of the pedagogical routine, in order to reach the objectives of the research, in the period of the 2016 school year, in the school context of a Municipal Center of Early Childhood Education, in the Municipality of Salvador- BA, in Pernambués with children of the nursery segment of 3 years and preschool 4 to 5 years. In the results the children have demonstrated themselves as protagonists in the construction of a ludic culture, which incorporates digital technologies such as smartphones, tabletes and computers as cultural objects in their games or in cultural rituals. These cultural rites function as a form of expression of children's desires for consumption and reveal elements that make up the ludic culture in a given historical and social process. As children are construct as subjects also in relationships established with adults, in the study, it was verified that the conceptions of the uses of the technologies by the children differentiate themselves from the parents and educators. Another aspect evidenced is that children do not neglect other playful activities with the body or symbolic games in their partner relationships.

This doctoral thesis is about child culture and status, power and social relations in everyday practice. The aim is to explore the everyday practice within the production of performing arts and problematize what is at stake in the practice with regard to child culture as an artistic field. The research focuses on how the everyday practice is organized, how status-power influences the practice, and lastly, the potential relevance that the everyday practice within the production of performing arts has for understanding child culture as an artistic field. The thesis ethnographically explores the everyday practice of a theater. The fieldwork was performed in a section that produces performing arts for children and young people. The practice is analyzed and interpreted through the practice theory of Theodore Schatzki, Stephen Kemmis et al.’s methodological concept of practice architecture and Theodore Kemper’s theory on status-power. Other important concepts are child culture, culture and childhood. The analysis shows the everyday practice as organized around an artistic objective that is simultaneously artistically and pedagogically oriented. This split orientation of the objective sets the section apart from the other artistic sections within the theater. The artistic objective generates important status for a production aimed at children and young people. However, compared to other sections within the institution, this section has differing material and economical prerequisites, which complicates, and sometimes obstructs, the process of asserting artistic status within the theater. The weaker material and economical arrangements underlines the importance of positive social relatings (Kemmis’ term), social status and the maneuvering of power-relations within the theater, in order to ensure artistic, technical and material resources. The practice appears organized in a practice tradition that displays a firm artistic hierarchy, and this illuminates how what is understood as artistic rather than pedagogical or technical in nature always carries a higher status within the practice. This is significant in the work of the section, since large parts of their production are presented as pedagogical rather than artistic projects, and therefore generate lower artistic status. Yet, the analysis also shows a third kind of policy related status being generated by the production of the section. The section and its production is a central part of legitimizing the production of the theater regarding cultural policy, state bureaucracy and funding. Its production therefore upholds a kind of policy related status within the institution. The analysis reveals three kinds of status in the practice, one social, one artistic and one related to cultural policy. The weaker power position and lower artistic status of child culture creates dependence of visibility within the theater. It also shows child culture and pedagogy as deeply intertwined phenomena, with pedagogy both diluting and obscuring the production of artistic status while simultaneously generating possibilities for the policy related kind of status within the institution. Thus while pedagogy can generate low artistic status, the analysis shows it can also be understood as creating a radical artistic potential within child culture as an artistic field.

Com uma abordagem crítica ao processo histórico brasileiro de reconhecimento da educação infantil, baseada nas teorias de Cari Gustav Jung e George Agostinho da Silva, a autora desenvolve reflexões sobre o ato de brincar como forma de conhecimento integrador próprio da cultura infantil, enquanto essência sinalizadora da linguagem humana expressa, no caso, com identidade brasileira., In a critical approach to the Brazii ian historical process of recognizing child education, based on the theories of Carl Gustav Jung and George Agostinho da Silva, the author develops reflections concerning the act of playing as a kind of knowledge specific to child culture. Such aspect may indicate the essence of human language, and is expressed in this case as a Brazilian identity.

Child is one of the most sensitive issues of societies and states in all around the world. Also, “childhood” is such a stage of life that arouses the interest of every segment of society. News about child in the press arouses more interest compared to other topics of news. The “newsworthiness” of news about child sometimes brings about the phenomenon of child abuse in media. What is more, the content and quality of news about child in the press give important clues regarding the value and status of child within society. For this reason, in this research it was aimed to study the content of news about child in the press in Turkish Republic of Northern Cyprus. The research reviewed 4 national newspapers with largest circulation, everyday between March 2012 and May 2012. The news were analyzed according to the region of the country; if the news source is domestic or from abroad; the topic of the news; target group of the news; the content of the message (positive/negative); and, type and category of the news. Content analysis was applied to the collected data. According to the analysis results, the topics of the news are mainly about education, culture-art, and social solidarity-charity, and news with negative message are generally about child abuse. Findings of the research were analyzed according to the way they reflect child’s status and value in society in Cypriot culture. The file in this item is the publisher version (published version) of the article.

ARAUJO, Janice Débora de Alencar Batista. 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. 2017. 239f. - Dissertação (Mestrado) - Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2017. 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. A presente pesquisa tem como principal objetivo analisar os sentidos atribuídos por crianças da pré-escola à Roda de Conversa em um Centro de Educação Infantil da rede pública de Fortaleza. Assim, procurou caracterizar o fenômeno investigado numa turma de Infantil IV; descrever as impressões das crianças acerca do papel da professora; investigar o papel que as crianças atribuem a si mesmas na Roda de Conversa; conhecer, através de suas famílias, os contextos de vida das crianças. O estudo tem como respaldo teórico a abordagem sociointeracionista de Vygotsky (1998, 2005, 2009) e Wallon (2007, 2008) sobre a importância da construção do pensamento e da linguagem no desenvolvimento da criança, assim como a concepção dialógica e democrática de educação de Freire (1967, 1987, 1996) e, ainda, os estudos sobre as culturas da infância representados por Corsaro (2011), Sarmento (2004, 2005, 2007) e Barbosa (2014), que contribuem para a compreensão da(s) infância(s) como categoria social e das crianças como produtoras de cultura. A abordagem metodológica é de natureza qualitativa e tem inspiração nos estudos de tipo etnográficos adaptados à educação. Participaram desse estudo crianças do agrupamento Infantil IV, com idade de quatro e cinco anos, principais sujeitos da pesquisa. Como instrumentos para a construção de dados foram utilizados: observação participante, entrevista individual com desenhos e entrevista coletiva com histórias a serem completadas pelas crianças, observação de uma situação de faz de conta na qual as crianças brincaram de Roda de Conversa e entrevistas semiestruturadas com colaboradores da pesquisa: a professora e as famílias das crianças. Os registros foram realizados através de diário de campo, fotografia, gravador de áudio e filmagens. A análise dos dados revelou que a Roda de Conversa realizada no contexto investigado é compreendida como um momento para combinados de atividades didáticas, projetos, roda de música. Na sua realização, a professora apresenta temas geradores de conversas, pelos quais, nem sempre, as crianças se interessam. As crianças, como sujeitos dialógicos e competentes, resistem a essa normalização e trazem para a Roda de Conversa suas questões e assuntos de interesse, rompendo com a lógica escolarizante.

現在、子どもをめぐる諸問題が多発してきている。本研究の目的は、その問題解決の手掛かりを＜子ども像＞の元型（アーキタイプ）に求め、民俗雑誌に記録された先人の知恵と知識を振り返り、＜子ども像＞の諸相について研究することにある。そのために、様々な民俗祭祀を事例として＜子ども像＞について比較し、過去の＜子ども像＞を浮かび上がらせることを重視している。このような研究姿勢は、「＜子どものあるべき姿＞を追いかける郷的愁（ノスタルジック）な視点である」と椰楡されるかもしれない。しかし、＜子ども像＞の過去形を踏まえた上でしか、＜子ども像＞の現在形や未来形をも内包する「子ども文化」を描き出せないであろう。結論部分では、このような視座に基づき、民俗学的な考察を踏まえて「子ども文化」の定義を提言してみたい。さらに各論の中では、現代の「地域教育」の観点から見て、子どもが民俗祭祀に関わることの重要性についても検討する。, Many problems about children were exposed recently. Especially, problems of "bullying" , "suicide" and "abuse" are very serious. Therefore this study reviews the method how ancient people contacted children, and reconsiders it about the present image of children. I am to examine many documentations of folklore, and to search how we should hand down wisdom of our ancestors to the next generation. Above all, judging from a viewpoint of the Local Education, I reaffirmed that it was important that children participate in folk events. In this research, many traditional events of Japan are compared to, and diverse aspects of "Child Image" are to have been drawn by a folkloric approach. The method of such a stance may be surely a nostalgic viewpoint of pursuing "the image of ideal child in past" . But there is no method to reconsider about essence of "Child Culture" , except grasping diverse aspects of "Child Image" in the past. I consider this article as a case study for proposing an ideal method of the Local Education in the present. On the basis of it, I want to draw a definition of "Child Culture" from a folkloric opinion.

童謡(nursery rhymes:ナースリーライム)とは子供向けの短い詩歌のことで,通常,一つのストーリーを示すものである.童謡は,反復や言葉遊びを使ったり,風刺的だったり,特に意味のない音を使うなどの特徴をもつ,確立した言語類型である.文体的には,子守唄,指や手を使った遊び歌,なぞなぞ,数え歌や何かを覚えるための歌,早口言葉,言葉を重ねていく歌など,異なった種類の文体が存在する.音声構成についても,童謡ならではの特徴があり,例えば,形容詞はほとんど使われず動詞が多く用いられたり,強弱格や跳ねるようなリズムを持ったりする.子守唄には,わざと子供には発音しにくい音を用いたりするなど音声学上の「トリック」も使われている.童謡はまた,親と子供の会話も促す.童謡の歌詞には,パラドックスがあったり意味的に矛盾していたりするものもある.そしてさらに,例えば「牛が月を飛びこえた」など,通常の観念で理解できる「言葉と世界」とのつながりでは成立しないような,ぶつかり合いを含んだ言葉の世界観へ子供達を誘うのである.また,童謡は,様々な差異や同一性を含み,これによって,子供は,時間,場所,社会関係などの構造を理解していく.童謡の世界では,「なにか言う価値のある事を言うために発話する」という通常の言語行動の前提は成立しない.一つの世代から次の世代への電報ともいえる童謡は,独特の子供の文化を産み出すための言語や伝承的知識を含むものである.口頭伝承の童謡がもつ一つの重要な要素は,それがしばしばすでに絶滅してしまった言語の残存例を含んでいるということである.(例えば南アフリカのKukasiなど).童謡には方言の違いが反映されていることもある.また「子守り」文化の中には,童謡の形を借りて,辛いしかしユーモラスな部分も含んだ,あざけりに近い歌が歌われることがあるが,これは,社会批判を含む一つのディスコースである.すなわち,童謡が文盲や社会的弱者にとっての抵抗の武器となるのである.本論では英語,日本語,アイヌ語,フランス語,そしてドイツ語の童謡を例にとり,童謡は社会言語学的に研究されるべき,独立した言語の一類型であることを論ずる.

Este estudo procura registrar os saberes manifestados pelas crianças a partir da convivência num determinado contexto escolar - espaço privilegiado de encontro entre pares e adultos, estabelecendo um diálogo com alguns autores da Sociologia da Infância, Antropologia da Criança, Filosofia e Pedagogia. Foram registrados os saberes que as crianças criam, manifestam, reproduzem, ressignificam enquanto brincam, conversam, desenham, negociam, disputam no cotidiano da turma do Jardim 1 numa Escola Municipal de Educação Infantil do município de Estrela/RS. Para construir os dados da pesquisa, foram utilizados instrumentos metodológicos com base na etnografia, como: a observação participante, o diário de campo, as entrevistas com crianças. Estes dados configuram-se em narrativas de episódios, os quais deram origem às categorias de análise, conforme propõe Bardin (1977). Partindo da análise dos dados, foi possível observar que as crianças possuem saberes complexos sobre si, sobre os outros, sobre a vida e sobre o estar na escola. Esses saberes são originados nas conversas, nas interações entre pares e adultos, principalmente nas brincadeiras que constituem as culturas infantis. Observa-se que no cotidiano escolar ocorrem confrontos e constrangimentos entre crianças e adultos, ambos procurando legitimar seus saberes. Na medida em que a lógica adultocêntrica for questionada em relação aos saberes das crianças, manifestados através de suas múltiplas linguagens, é que se poderá pensar em práticas pedagógicas conectadas às culturas infantis. This study intends to register the knowledges demonstrated by children through living together in a given school context – privileged space of meeting between peers and adults, establishing a dialog with some authors of Child Sociology, Child Anthropology, Philosophy and Pedagogy. The knowledges which children create, demonstrate, reproduce, give other meaning while playing, talking, drawing, dealing, disputing on the daily life of the group of Kindergarten 1 were registered in a City School of Child Education in the city of Estrela in Rio Grande do Sul State.In order to build the data of the research, methodological tools were used. They were based on Ethnography like: the participant observation, the field diary, the interviews with the children. These data came from the narratives of episodes which originated the categories of analysis, as Bardin (1977) proposes. Through the data analysis, it was possible to observe that children have complex knowledges about themselves, about the others, about life and about being at school. These knowledges come from talks, from interactions between peers and adults, and mostly from children’s amusements that make the child culture. It was observed in the school day, occur confrontations and embarrassments between children and adults, both of them trying to legitimate their knowledges. Since the adult centered logic is thought in relation to the cildren knowledges observed through their multiple languages, then it is possible to think about pedagogical practises connected to children culture.

O artigo objetiva situar a utilização do jogo na educação infantil, inserido no contexto da produção cultural dirigida à criança pequena. Para isso, recupera as funções atribuídas ao jogo em nossa história, analisa a produção de alguns brinquedos infantis usados pelas crianças brasileiras nas últimas décadas, a relação de crianças e professores com os mesmos e a imagem de criança a eles subjacente. Aponta, como alternativa cultural e educacional, o resgate dos jogos tradicionais infantis como forma de construção e/ou reconstrução de identidades individuais e coletivas, necessárias à formação de cidadãos criativos e críticos. This article aims at situating the use of plays in child education, inserted in the context of cultural production addressed to small children. For that, it regains the functions previously attributed to the play in our history, analyses the production of some toys used by Brazilian children in the last decades, the children and teachers’ relation with them and the image children have of the referred toys. The article also points as cultural and educational alternatives, the recovery of the traditional children plays as a form of construction and/or reconstruction of individual and collective identities, essential to the formation of creative and critic citizens.