Culture in Child Education: brief reflections on a field of contested conceptions
This article is the result of bibliographic research conducted during the specialization course in Early Childhood Education at the Universidade Federal do Norte do Tocantins, Tocantinópolis Center, whose goal was to reflect on the insertion of the culture of writing in early childhood education. Th...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Universidade Federal do Tocantins
2023-05-01
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| Series: | Revista Brasileira de Educação do Campo |
| Subjects: | |
| Online Access: | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15635 |
| _version_ | 1797810615408918528 |
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| author | Thalita Melo de Souza Medeiros Gustavo Cunha de Araújo |
| author_facet | Thalita Melo de Souza Medeiros Gustavo Cunha de Araújo |
| author_sort | Thalita Melo de Souza Medeiros |
| collection | DOAJ |
| description | This article is the result of bibliographic research conducted during the specialization course in Early Childhood Education at the Universidade Federal do Norte do Tocantins, Tocantinópolis Center, whose goal was to reflect on the insertion of the culture of writing in early childhood education. The study was justified by the need for theoretical support on the process of insertion of the culture of writing, especially in the lives of children in the early stages of schooling. The theme in question is necessary and relevant for all those involved in education, especially educators who work with children aged 4, 5, and 6, in early childhood education and in the early years of elementary school, since it enables the understanding of fundamental concepts for the insertion of the child in this culture. The results obtained in the research consider that children's learning, development, and knowledge related to writing in Early Childhood Education must be understood and carried out as a process, in constant evolution. More than ever, it is necessary to overcome the conception of a ready-made, finished, only transmitted knowledge, and to establish the commitment to form people who are competent for life, able to solve problems; that is, to understand, to intervene, to transform, to modify, to respect, to seek and to act in reality, by means of their potentialities and countless languages. |
| first_indexed | 2024-03-13T07:11:30Z |
| format | Article |
| id | doaj.art-153068dd7cd74d04af25d8ca32084027 |
| institution | Directory Open Access Journal |
| issn | 2525-4863 |
| language | English |
| last_indexed | 2024-03-13T07:11:30Z |
| publishDate | 2023-05-01 |
| publisher | Universidade Federal do Tocantins |
| record_format | Article |
| series | Revista Brasileira de Educação do Campo |
| spelling | doaj.art-153068dd7cd74d04af25d8ca320840272023-06-05T23:23:01ZengUniversidade Federal do TocantinsRevista Brasileira de Educação do Campo2525-48632023-05-01812310.20873/uft.rbec.e15635Culture in Child Education: brief reflections on a field of contested conceptionsThalita Melo de Souza Medeiros0https://orcid.org/0000-0002-0516-5221Gustavo Cunha de Araújo1https://orcid.org/0000-0002-1996-5959Rede Municipal de Ensino de Porto Nacional-TOUniversidade Federal do Norte do Tocantins – UFNTThis article is the result of bibliographic research conducted during the specialization course in Early Childhood Education at the Universidade Federal do Norte do Tocantins, Tocantinópolis Center, whose goal was to reflect on the insertion of the culture of writing in early childhood education. The study was justified by the need for theoretical support on the process of insertion of the culture of writing, especially in the lives of children in the early stages of schooling. The theme in question is necessary and relevant for all those involved in education, especially educators who work with children aged 4, 5, and 6, in early childhood education and in the early years of elementary school, since it enables the understanding of fundamental concepts for the insertion of the child in this culture. The results obtained in the research consider that children's learning, development, and knowledge related to writing in Early Childhood Education must be understood and carried out as a process, in constant evolution. More than ever, it is necessary to overcome the conception of a ready-made, finished, only transmitted knowledge, and to establish the commitment to form people who are competent for life, able to solve problems; that is, to understand, to intervene, to transform, to modify, to respect, to seek and to act in reality, by means of their potentialities and countless languages.https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15635early childhood educationcomplexityculture of writingpedagogy. |
| spellingShingle | Thalita Melo de Souza Medeiros Gustavo Cunha de Araújo Culture in Child Education: brief reflections on a field of contested conceptions Revista Brasileira de Educação do Campo early childhood education complexity culture of writing pedagogy. |
| title | Culture in Child Education: brief reflections on a field of contested conceptions |
| title_full | Culture in Child Education: brief reflections on a field of contested conceptions |
| title_fullStr | Culture in Child Education: brief reflections on a field of contested conceptions |
| title_full_unstemmed | Culture in Child Education: brief reflections on a field of contested conceptions |
| title_short | Culture in Child Education: brief reflections on a field of contested conceptions |
| title_sort | culture in child education brief reflections on a field of contested conceptions |
| topic | early childhood education complexity culture of writing pedagogy. |
| url | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15635 |
| work_keys_str_mv | AT thalitamelodesouzamedeiros cultureinchildeducationbriefreflectionsonafieldofcontestedconceptions AT gustavocunhadearaujo cultureinchildeducationbriefreflectionsonafieldofcontestedconceptions |