Uma viagem de trem pelas infâncias institucionalizadas: percepções das crianças sobre o ensino fundamental

Abstract

This thesis is an invitation to a train trip, in search of dialogues with the childhoods of the Early Years of Elementary School in a municipal public school in Santa Maria - RS. The main objective of this study was to analyze how childhoods are experienced and enhanced in the curricular practices of the Early Years of Elementary Education, considering public policies and the reality of a municipal public school in Santa Maria- RS. The methodology was based on a qualitative approach, of the case study type. The subjects who guided the train journey of this thesis were children from the Early Years of Elementary School. Thus, data were produced from the analysis of children's records and conversation circles, considering the voices and perceptions of children in the Early Years of Elementary School at a municipal public school in Santa Maria-RS. To enhance the reflections, the studies by Filho and Barbosa (2010) were used as a theoretical reference, which contributed to the understanding of research with children; by Gimeno Sacristán (2017), regarding the understanding of curricular policies and the curriculum; by Arroyo (2011), who contributed to the dialogue about the curriculum and discussions about social inequalities; by Frabboni (1998) and Manoel Jacinto Sarmento (2005), who help in the construction of the conception of childhood; Friedmann (2020), which supported reflections on childhood and children in the school context; de Corsaro (2011), which helped to understand children as producers of culture, among other theoretical references that were relevant to the discussions and analyzes carried out. The thesis of this study defends the statement that children's participation and consideration of their childhoods need to be present in decisions and discussions about their school trajectory. It is necessary to understand the children, in addition to a student or subject who is in the process of schooling, as they bring with them a cultural baggage, perceptions of the world, feelings and curiosities. Therefore, children and their childhoods need to be highlighted more intensely in the elaboration of curricula and experiences in curricular practices. Finally, the voices of children and their singularities need to be present in the movements and dialogues that are built on them, especially in the school context, in order to plan curricular practices for children and their childhoods.