O desenho animado como brincadeira e brinquedo na educação infantil

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dc.contributor.advisorAndrade, Maria de Fátima Ramos de
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/2272192785424412por
dc.contributor.authorSchwarzinger, Camila Biasotto de Araujo
dc.creator.Latteshttp://lattes.cnpq.br/7498837015887414por
dc.date.accessioned2020-03-04T15:23:03Z
dc.date.accessioned2020-05-28T18:10:00Z
dc.date.available2020-05-28T18:10:00Z
dc.date.issued2019-12-18
dc.description.abstractThe influence of cartoons on children is a recurring theme in research over the last decades, which demonstrates a concern with the quality of what is produced and exhibited, especially on television. Studies in the area of education focus on the effects that cartoons have on children's interactions and on the messages that are conveyed to children. When they address the school scenario, they often refer to the role of teachers as facilitators and the use they make of cartoons as a pedagogical resource. This research, linked to the field of teacher training, aims to investigate the place occupied by cartoons in Early Childhood Education, based on the following questions: Are cartoons used as toys by teachers and children? How do children reinterpret cartoons at the time of playing? How are cartoons incorporated/translated into play? What place do they occupy in the teachers' planning and in the School Plan? To carry out the research, the qualitative approach has been followed. The teachers of Early Childhood Education 3 and 4 and the children of Early Childhood Education 3, 4 and the first year of elementary school were interviewed. The teachers' weekly plans for the year 2017, textbooks and the School Plan were also analyzed and field observation was performed. The theoretical framework is based on the issues of the notion of toys, games and cartoons in Early Childhood Education, with the contribution of the following authors regarding the development of children, cartoons and playful cultures: Montessori (2010), Wallon (2010), Malaguzzi (2016), Kishimoto (2016), Brougère (1998), Pacheco (1998), Huizinga (1996) and Dornelles (2001). The results revealed that teachers utilize cartoons as a pedagogical resource to complement content, serving as a strategy to teach some of the weekly plans' propositions.eng
dc.formatapplication/pdf*
dc.identifier.citationSCHWARZINGER, Camila Biasotto de Araujo. O desenho animado como brincadeira e brinquedo na educação infantil. 2019. 246 f. Tese (Doutorado em Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo, 2019.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/24676
dc.keywordscartoonseng
dc.keywordstoy and playeng
dc.keywordsearly childhood educationeng
dc.keywordsteacher trainingeng
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectdesenho animadopor
dc.subjectbrinquedo e brincadeirapor
dc.subjecteducação infantilpor
dc.subjectformação do professorpor
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::EDUCACAOpor
dc.titleO desenho animado como brincadeira e brinquedo na educação infantilpor
dc.typeTesepor
local.contributor.board1Mizukami, Maria da Graça Nicoletti
local.contributor.board1Latteshttp://lattes.cnpq.br/2121396261196481por
local.contributor.board2Ambrogi, Ingrid Hötte
local.contributor.board2Latteshttp://lattes.cnpq.br/6330995631263989por
local.contributor.board3Serrão, Célia Regina Batista
local.contributor.board3Latteshttp://lattes.cnpq.br/5786181991530429por
local.contributor.board4Garcia, Paulo Sérgio
local.contributor.board4Latteshttp://lattes.cnpq.br/2439948567884997por
local.publisher.countryBrasilpor
local.publisher.departmentCentro de Educação, Filosofia e Teologia (CEFT)por
local.publisher.initialsUPMpor
local.publisher.programEducação, Arte e História da Culturapor
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