A HISTORICAL-CULTURAL THEORY AND THE METHODOLOGICAL ASSUMPTIONS OF CELESTIN B. FREINET AND THE EARLY CHILDHOOD EDUCATION

dc.contributorUniversidade Estadual Paulista (Unesp)
dc.contributorCurso Pedag
dc.date.accessioned2018-11-26T15:45:02Z
dc.date.available2018-11-26T15:45:02Z
dc.date.created2018-11-26T15:45:02Z
dc.date.issued2017-01-01
dc.identifierRevista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 12, p. 649-668, 2017.
dc.identifier2446-8606
dc.identifierhttp://hdl.handle.net/11449/159730
dc.identifier10.21723/riaee.v12.n.esp.1.2017.9670
dc.identifierWOS:000410635100013
dc.description.abstractThis work is part of a Doctorate's research, which had as the main objective to understand what is the meaning of school to small children (last stage of the early childhood education) regarding to the living experiences offered to them through different pedagogical proposal. It was selected a Freinet school for this study. Firstly, the school culture was analyzed and the personal meaning in the historical cultural Theory; aspects of the Freinet theory; and last, some general aspects of the researched/interviews. The experiences contribute to an independent, critic and participative formation of the children, attached to the creation of a humanized meaning of the school.
dc.languagepor
dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
dc.relationRevista Ibero-americana De Estudos Em Educacao
dc.rightsAcesso restrito
dc.sourceWeb of Science
dc.subjectEarly Childhood Education
dc.subjectExperiences
dc.subjectEducational Practices
dc.subjectFreinet
dc.subjectMeaning Creation
dc.titleA HISTORICAL-CULTURAL THEORY AND THE METHODOLOGICAL ASSUMPTIONS OF CELESTIN B. FREINET AND THE EARLY CHILDHOOD EDUCATION
dc.typeArtículos de revistas


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