Narrativas de crianças sobre a escola: desafios das análises
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Data
2018
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Editora
University of Lusophone Humanities and Technology
Resumo
O objetivo do texto é discutir procedimentos de análise de narrativas de crianças, de 6 a 12 anos de idade, sobre suas experiências em escolas na zona rural, na periferia urbana e em classes hospitalares, no Nordeste brasileiro. As pesquisas nesses três contextos integram projetos mais amplos, financiados pelo CNPq-Brasil, e se propõem a investigar os sentidos construídos, narrativamente, pelas crianças sobre a escola. Inicialmente, situaremos, as narrativas autobiográficas como método da pesquisa qualitativa em educação, na interface da pesquisa (auto)biográfica e da Psicologia cultural. Em seguida, apresentamos uma breve descrição do protocolo comum utilizado e discutiremos os desafios encontrados na constituição do corpus e nas opções de análise. Os achados da pesquisa revelam a incidência do contexto sociocultural sobre os modos de experienciar o mundo escolar, desmitificando, por vezes, a oposição entre o rural e urbano, demostrando a força da violência das periferias urbanas sobre a escola, mas perspectivando também a escola como símbolo de refúgio e de retorno à vida. Do ponto de vista teórico, a análise evidencia os desafios exigidos para preservar a visão de mundo das crianças, corrobora as potencialidades heurísticas e hermenêuticas de suas narrativas e indica aproximações significativas para a análise da palavra da criança para a pesquisa qualitativa em Educação.
The purpose of the text is to discuss procedures for the analysis of children’s narratives, from 6 to 12 years old, about their experiences in rural schools, urban periphery and hospital classes in the Brazilian Northeast. Researches in these three contexts is part of broader projects, funded by CNPq-Brasil (Brazilian Council for Scientific and Technological Development), and aims to investigate the constructed senses, narratively by children about school. Initially, autobiographical narratives are situated as a method of qualitative research in education, at the interface of (auto) biographical research and cultural psychology. Then, after a brief description of the common protocol used, is put into question the challenges encountered both in the constitution of the corpus and in the analysis options. The research findings reveal the incidence of the socio-cultural context on the ways of experiencing the school world, sometimes demystifying the opposition between rural and urban, reinforcing the violence of the peripheries over school, but also looking at school as a symbol of refuge and return to life. From the theoretical point of view, the analysis highlights the challenges required to preserve the world view of children, corroborates the heuristic and hermeneutical potentialities of their narratives and indicates significant approaches for the analysis of the child’s word for qualitative research in Education.
The purpose of the text is to discuss procedures for the analysis of children’s narratives, from 6 to 12 years old, about their experiences in rural schools, urban periphery and hospital classes in the Brazilian Northeast. Researches in these three contexts is part of broader projects, funded by CNPq-Brasil (Brazilian Council for Scientific and Technological Development), and aims to investigate the constructed senses, narratively by children about school. Initially, autobiographical narratives are situated as a method of qualitative research in education, at the interface of (auto) biographical research and cultural psychology. Then, after a brief description of the common protocol used, is put into question the challenges encountered both in the constitution of the corpus and in the analysis options. The research findings reveal the incidence of the socio-cultural context on the ways of experiencing the school world, sometimes demystifying the opposition between rural and urban, reinforcing the violence of the peripheries over school, but also looking at school as a symbol of refuge and return to life. From the theoretical point of view, the analysis highlights the challenges required to preserve the world view of children, corroborates the heuristic and hermeneutical potentialities of their narratives and indicates significant approaches for the analysis of the child’s word for qualitative research in Education.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, NARRATIVA, CRIANÇAS, MÉTODOS QUALITATIVOS, ANÁLISE DE CONTEÚDO, BRASIL, EDUCATION, NARRATIVE, CHILDREN, QUALITATIVE METHODS, CONTENT ANALYSIS, BRAZIL
Citação
Passeggi, M D C, Nascimento, G & Rodrigues, S 2018, 'Narrativas de crianças sobre a escola: desafios das análises', Revista Lusófona de Educação.