Crianças E Infâncias Na Educação (Em Tempo) Integral

Abstract

RESUMO: Este texto propõe uma leitura de processos infantis de inserção e participação na cena social em novas configurações de institucionalização da infância, em especial a Educação (em tempo) Integral. Os dados analisados foram gerados em uma etnografia multiespacializada de cotidianos infantis, realizada com crianças de seis a oito anos de idade, em uma escola pública de Belo Horizonte. Serão apresentados episódios que contribuem para a compreensão dos condicionamentos estruturais que conformam a experiência da infância e dos significados que as crianças atribuem às suas vivências. As reflexões propostas centram-se nos paradoxos que marcam as infâncias contemporâneas; nos desafios de uma educação que supere o restrito status de aluno; e na análise sobre os direitos das crianças. Pretendese, ao trazer a diversidade e complexidade dos mundos sociais das crianças, interrogar as politicas públicas e fazer emergir impactos e tensões que sofrem as crianças -atores sociais -em uma sociedade desigual. Palavras-chave: Crianças. Infâncias. Educação Integral. CHILDHOOD AND CHILDREN IN INTEGRAL (FULL-TIME) EDUCATIONABSTRACT: This essay proposes a reading of children's social inclusion and social participation processes through the analysis of new ways of institutionalizing childhood, in particular, integral (full-time) education. The fieldwork of the case study consists of a multi-sited ethnography of children's daily lives, conducted with children from six to eight years old in a Belo Horizonte public school. Episodes will be presented as a contribution to the understanding not only of structural constraints on children's experience, but also of the way children give meaning to their experiences. Our reflections concentrate on the paradoxes that shape contemporary childhoods and on the challenges of an education than can overcome the limited status children are given as mere students, by analyzing their rights. Focusing on the complexity of children's social worlds, it is necessary to raise questions at public policies, highlighting the impacts and the tensions suffered by children as social actors in an unequal society.

O Mais Educação na América Latina: legados a infâncias e juventudes pobres

“…Artistic language, for example, which is rarely taught in the main school session, constitutes a privileged experience. Through artistic expressions (visual, body, musical, digital, plastic), students experience important learning situations for their aesthetic, sensorial, relational and cognitive development and their insertion in the universe of communication and expressiveness (Carvalho, 2015).…”

“…By expanding students' school day to at least seven hours, Programa Mais Educação rekindles the debate regarding the school's role in the educational process of children and youth (Brandão, 2009;Cavaliere, 2009). That is because, insofar as it extends the time these subjects spend in school, PME takes responsibility for childhood and youth activities and moments traditionally occurring outside the school, such as the spontaneous, autonomous and intergenerational play to which children are used (Carvalho, 2015), or the construction of peer relationships so typical of young subjects (Ramalho, 2014).…”

“…To a certain extent, by proposing educational experiences that dialogue with students' social and cultural contexts, PME brings the school closer to childhood cultures (Carvalho, 2015), which may contribute to question the uniformity of a school model, recognize the specificities and languages of children and also welcome differences, promoting equality. The program aims to address the challenges of dealing sensitively with the childhood experience by broadening the repertoire of cultural practices and interactions produced at school, taking into account the interests and needs of children in line with a project for early childhood education (Carvalho, 2015). In addition, regarding the expanded school day for young students, PME seeks in turn not to neglect perceiving them as sociocultural subjects, going beyond the homogenizing and stereotyped view of students to acknowledge their differences, historicity, worldviews, values, feelings, emotions, wishes and projects (Dayrell, 2003).…”

Programa de Ensino Integral Paulista: problematizações sobre o trabalho docente

“…In the Brazilian scenario of the 21st century, a growing trend can be observed in the expansion of the school day to elementary school. This type of teaching -School of Integral Time (ETI) -emerged in the country from the discussions and debates of integral education, whose roots are in the Manifesto of the New Education Pioneers proposed in 1932 (CARVALHO, 2015).…”

Processos de produção de subjetividade sobre infância e práticas pedagógicas de professoras da educação infantil

“…Buscando sumarizar os estudos apresentados até aqui, podemos observar um primeiro grupo que enfatiza as tensões entre as práticas escolares e a infância, considerada em sua singularidade. Entre estes, no estudo etnográfico, realizado por Carvalho (2015a) foi possível observar práticas educativas que negam a expressões da cultura infantil. As crianças, neste contexto escolar, tentam, na relação com os adultos, instituir uma ordem infantil, demostrando as tensões entre as práticas educativas e as culturas infantis.…”