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Abstract(s)
O sentimento e a valorização atribuídos à infância e à criança nem sempre
existiram da forma como hoje são conhecidos e (quase sempre) defendidos.
O papel e a ação das crianças estão diretamente associados
às expectativas dos adultos e às conceções vigentes em cada sociedade
relativamente à infância. Importa destacar a visibilidade social das crianças
nas sociedades contemporâneas. Se de um lado, encontramos um
discurso social e político sobre a infância de e com direitos; por outro
lado, ainda assistimos a um hiato entre essa defesa e as condições reais
de vida das crianças. É possível afirmar a ainda existência de práticas
sociais que não garantem ou promovem os direitos da criança. Apesar
da importância que as teorias da participação das crianças têm vindo a
assumir no campo científico, social e político, a literatura sobre a temática
dos direitos de participação e dos seus contextos institucionais temse
centrado essencialmente em investigações com crianças mais velhas.
Não obstante, estamos a assistir atualmente ao desenvolvimento das
investigações feitas com crianças pequenas e muito pequenas. O artigo
que aqui se apresenta tem como objetivo observar e caraterizar a participação
das crianças em contexto de creche, ancorado teoricamente à Sociologia
da Infância que considera as crianças como atores sociais, sujeitos
de direitos e com “voz”. A partir da análise do quotidiano de um grupo
de crianças pequenas no seu contexto educativo pretende-se perceber
de que modo a creche é, ou pode vir a ser, um locus de participação de
crianças pequenas. Procura, ainda, caracterizar as representações sociais
dos profissionais da sala de creche sobre as crianças pequenas e o trabalho
com elas desenvolvido, com intuito de perceber de que modo é ou
não promovida a sua participação (onde/quando/ como e por quem?).
Metodologicamente trata-se de um projeto com uma abordagem qualitativa,
nomeadamente etnográfica. O trabalho de campo decorreu numa
sala de creche de uma Instituição Particular de Solidariedade Social em
Moscavide, com um grupo de 15 crianças de 1 e 2 anos e a respetiva
equipa de profissionais, uma educadora de infância e duas auxiliares
de ação educativa. Este estudo permitiu-nos concluir que algumas dimensões
de participação das crianças são promovidas. Estas acontecem
em diferentes âmbitos e contextos, dentro e fora da sala, ao longo do dia
e em diferentes tempos da rotina diária.
Abstract The feeling and valuation attributed to childhood and the child did not always exist the way are known and today (almost always) defended. The role and action of children are directly associated to the expectations of adults and conceptions prevailing in each society in relation to childhood. It is important to highlight the social visibility of children in contemporary societies. On the one hand, we find a social and political discourse on childhood and rights; on the other hand, although there is a hiatus between this defence and the actual living conditions of children. It is still possible to affirm the existence of social practices that do not warrant or promote children's rights. Despite the importance that the theories of children's participation have been taking in the scientific, social and political fields, the literature on the topic of participation rights and their institutional contexts has focused primarily on research with older children. Nevertheless, we are currently witnessing the development of investigations made with young and even younger children. The paper presented here aims to observe and characterize the participation of children in the context of childcare, theoretically anchored to the sociology of childhood that considers children as social actors, subjects of rights and "voice." From the analysis of the everyday lives of a group of young children in their educational context we intend to realize how day-care is, or may be, a locus of participation of young children. Looking further to characterize the social representations of the professional nursery room for young children and work developed with them, aiming to realize how it’s participation is promoted or not (when / where / how and by whom). Methodologically this is a project with a qualitative approach, and a particularly ethnographic one. The field work took place in a childcare center room of a Private Institution of Social Solidarity in Moscavide, with a group of 15 children aged 1 and 2 years and the respective team of professionals, a kindergarten teacher and two teaching assistants. This study allowed us to conclude that some dimensions of participation are promoted in different areas and contexts, inside and outside the room throughout the day and at different times of the daily routine.
Abstract The feeling and valuation attributed to childhood and the child did not always exist the way are known and today (almost always) defended. The role and action of children are directly associated to the expectations of adults and conceptions prevailing in each society in relation to childhood. It is important to highlight the social visibility of children in contemporary societies. On the one hand, we find a social and political discourse on childhood and rights; on the other hand, although there is a hiatus between this defence and the actual living conditions of children. It is still possible to affirm the existence of social practices that do not warrant or promote children's rights. Despite the importance that the theories of children's participation have been taking in the scientific, social and political fields, the literature on the topic of participation rights and their institutional contexts has focused primarily on research with older children. Nevertheless, we are currently witnessing the development of investigations made with young and even younger children. The paper presented here aims to observe and characterize the participation of children in the context of childcare, theoretically anchored to the sociology of childhood that considers children as social actors, subjects of rights and "voice." From the analysis of the everyday lives of a group of young children in their educational context we intend to realize how day-care is, or may be, a locus of participation of young children. Looking further to characterize the social representations of the professional nursery room for young children and work developed with them, aiming to realize how it’s participation is promoted or not (when / where / how and by whom). Methodologically this is a project with a qualitative approach, and a particularly ethnographic one. The field work took place in a childcare center room of a Private Institution of Social Solidarity in Moscavide, with a group of 15 children aged 1 and 2 years and the respective team of professionals, a kindergarten teacher and two teaching assistants. This study allowed us to conclude that some dimensions of participation are promoted in different areas and contexts, inside and outside the room throughout the day and at different times of the daily routine.
Description
Keywords
Participação das crianças Creche Projeto de intervenção Representações sociais Children's participation Childcare institution Intervention project Social representations
Citation
Chenrim, A. R. (2018). A Creche enquanto Locus de Participação de e para crianças pequenas. In C. Tomás, T. Almeida & D. Lino (Coords.), Educação e Práticas Pedagógicas com crianças dos 0 aos 3 anos: Diálogos entre Pedagogia, Psicologia e Sociologia. (pp. 406-439) .Lisboa: Centro Interdisciplinar de Estudos Educacionais. ISBN 978-989-8912-05-3 DOI:https://doi.org/10.34629/ipl.eselx.cap.livros.040
Publisher
CIED - Centro Interdisciplinar de Estudos Educacionais