masterThesis
A criatividade das crianças a partir da Cultura da Mídia no contexto de uma instituição de Educação Infantil de Natal/RN
Fecha
2019-07-04Registro en:
BATALHA, Esthephania Oliveira Maia. A criatividade das crianças a partir da Cultura da Mídia no contexto de uma instituição de Educação Infantil de Natal/RN. 2019. 149f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2019.
Autor
Batalha, Esthephania Oliveira Maia
Resumen
The starting point of this dissertation is the premise that new understandings about
childhood are setting up, considering that experiences of children have been strongly
marked by the presence of the media in their lives, as Buckingham (2007; 2010),
Steinberg and Kincheloe (2001), Linn (2006), Giroux (1995); Fantin (2006; 2008),
Fischer (2002), and Momo (2007; 2010) point out. Considering that media has mainly
offered through its cultural products material and symbolic elements to the
experiences elaboration, expression of feelings, subjectivities production and the
creative processes of children, this research aimed to evince the creativity of children
as from the media culture in the context of an Early Childhood Education institution in
Natal / RN. The investigation was conducted during the years 2017 and 2018 in a
class composed by twenty-two children in a age range between 4 and 5 years old in
the Childhood Education Center, School of Application attached to the Federal
University of Rio Grande do Norte - NEI-CAp/UFRN. In terms of methodological
strategies, I was inspired by elements of the ethnographic research (VELHO;
KUSCHNIR, 2003; VELHO, 2014), which involved the challenge of causing
strangeness on the familiar and perceiving the subtlenesses that marked
relationships in the school context, since I was, at the same time, teacher and
researcher of this group of children. By means of imagery records and writings in field
diaries, I captured and recorded moments in the school routine that related to the
media and the children creative processes. I also considered, as theoretical and
methodological support, more recent studies from the theoretical contribution of
Cultural Studies in Education, such as Hall (1997; 2006), Kellner (2011), Buckingham
(2010; 2012), aiming to understand the corrections between children and the media,
and the Sociology of Childhood, such as those of Sarmento (2003, 2004, 2005) and
Corsaro (2009; 2011), in order to perceive children as active protagonists in the
process of appropriation and resignification of the media culture. With the purpose of
understanding the creative processes of children, from a historical-cultural
perspective, I considered the studies of Martinéz (1997), (2001), (2004), (2009a),
(2010). The analisys regarded the images, discourses, and actions of children who
had relation to elements of the media culture, such as artifacts and certain meanings
linked to them, besides the using of this culture to the elaboration of creative
processes. These analysis made it possible to list creative situations envolving the
children and organize them in two axis. In the first one, titled Between superheroes
and princesses: creating from elements provided by the media culture, creative
moments were evinced in which children combined and reconstrued elements of
media culture to create new words, child plays, and games based on the meanings
related to the universe of superheroes and princesses. In the second one, titled
Creativity for oneself: creating to satisfy needs, I bring situations that – in connection
with the modern-liquid world individualism – showed that children seeked, through
creative strategies, the satisfaction of individual needs. Therefore, it was possible to
perceive that the criativity of children was expressed in small actions and strategies
from the material, emotional and symbolic resources that were available to them at
that moment. Also, it may be said that, although children have used creative
strategies to act, compose relationships, express feelings and share meanings in the
school time and space, such creative elaborations often maintain certain stereotypes,
identities, and values disseminated by the media culture. Finally, even understanding
that children are social actors and protagonists of their socialization processes, it is
important to problematize the infinity of cultural products and symbolic materials that
media offers today which constitute themselves as elements that inspire and mediate relationships. Thus, I hightlight the necessity of school and family mediation,
providing another symbolic, emotional and material references for children to
elaborate their creative processes, perhaps with other purposes suitable to a solidary
and less individualistic society.