Banca de DEFESA: CÁSSIA ELEN NUNES DE ALMEIDA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : CÁSSIA ELEN NUNES DE ALMEIDA
DATE: 16/12/2024
TIME: 14:00
LOCAL: Faculdade de Educação
TITLE:

HOW DO CHILDREN THINK, REPRESENT AND TERRITORIALIZE THE SCHOOL? REFLECTIONS FROM THE NARRATIVES OF CHILDREN FROM A SCHOOL IN THE CAMPO OF BRAZLÂNDIA/DF.

KEY WORDS:

Childhood. Epistemic protagonism. Rural school. Territories of childhood. Rural education. Brazlândia/DF.

PAGES: 120
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research aims to understand how children attending the Rural Class School, located in Brazlândia, Distrito Federal (DF), express their thoughts and perceptions about the school institution. In order to achieve the general objective, this work has three specific objectives: 1) To investigate the relationships that children have with the school space and to understand how they feel welcomed and represented at school. 2) To analyze how these relationships influence children's conception of the school space. 3) To widely disseminate, through the writing of letters, the knowledge of the rural child about the school institution using the Sociopoetic approach. Based on the decolonial approach, the methodology used is the Sociopoetics of Jacques Gauthier (2012), constituting a cooperative and collective research method. The research involved 24 rural children, all 4th-grade students of a Rural Class School located in the rural area of Brazlândia/DF. The research sought to decolonize knowledge and amplify children's voices, often silenced. It also contributes to valuing and giving visibility to children's protagonism in the school environment, as active subjects who construct their own perceptions and readings of the world (Lopes, 2006, Noguera, 2019). From this epistemic protagonism, children offer valuable perspectives for the development of analyzes on the school as a central territory of childhood, where a significant part of their educational experiences and experiences are processed. In their accounts, they demonstrated awareness of social inequalities and the need to fight for their rights, which dialogues with Freire's (1970) proposal for a liberating and conscientizing education. It is concluded that the school, for rural children, plays a crucial role in the construction of identity and in the development of a critical consciousness in relation to their reality, reinforcing the need for a contextualized education that values their knowledge and empowers them to transform their lives.

COMMITTEE MEMBERS:
Presidente - 1466200 - ANA TEREZA REIS DA SILVA
Interno - 2236695 - ALESSANDRO ROBERTO DE OLIVEIRA
Externo à Instituição - Jáder de Castro Andrade Rodrigues - UFG
Externo à Instituição - RODRIGO SOARES GUIMARÃES RODRIGUES