Prática pedagógica e participação das crianças na escola

Abstract

This research aims to understand the way children interact through pedagogical practice developed by their educator during the third and fourth years in the context of School of Capilha. Based on research conducted in the area of Childhood Studies and Pedagogy, three concepts are explored: pedagogical practice, children‘s participation and peer culture. The research was conducted in a countryside school in the city of Rio Grande (RS), in the zone of Taim. As subjects, there are the school educator and nineteen children from the third and fourth years of elementary school during 2012 and 2013. It is a qualitative research realized through a data collection process, in which there were classroom observations, observations of the community‘s everyday routine and interviews with the children and their educator. It was used the interpretative analysis as study method, which is known as an efficient and rigorous method, because it allows the organization and development of comprehensive and descriptive analyses of children‘s processes of interaction. The study results show that the way children participate in the school was connected to the places they had been in the school, that is, the silence, the obedience and the moral questions that have been involved in the classroom activities pointed to a lower proportion of participation. In the dining hall, an intermediate space, the children interacted with each other and they demonstrated bigger autonomy than inside the classroom. Finally, the schoolyard was seen as a powerful space for establishing relationships between the children and their educator. This place was surrounded by collaborative and active interactions, promoting children‘s own recognition as active subjects in the pedagogical practice conducted by their educator. The walks, used as a methodological tool, were important for the understanding of how children build their knowledge about their own experiences at Capilha‘s Community. Through the walks with the children along their way home, it was possible to understand how they live and what they do when they are outside the school. That understanding can be used for planning pedagogical practices in a multicultural teaching perspective, connecting scientific and educational knowledge.