Navegando por Assunto "Brinquedos"

Agora exibindo 1 - 8 de 8

Acesso aberto (Open Access)
Brincar é coisa séria?: um estudo do brinquedo na cultura da modernidade
(Universidade Federal do Pará, 2008-01) PORTO, Íris Maria Ribeiro; LOUREIRO, Violeta Refkalefsky; http://lattes.cnpq.br/3092799127943216
This study searches toys as material and symbolic culture members aiming to discuss changes and meanings in modern culture before globalization of cultural industry. It focus this discussion in four categories of toys: traditional, industrial, regional and virtual, that nowadays make the act of playing. It is based on the affirmative that modern playing is fluid, quick and dislocated. People are only consumers in modern culture because toys are related to the things that happen in society, its beliefs, ideology, habits, ethics and system of language and values. So there is a disillusion about the world that operates in childhood through the toys. Children have in their hands an image that allows actions and manipulations in consonance with the representations suggested by industries of cultural possessions. It shows toys in this modern culture as a product and its images, senses and symbols are reflections of the perception of society about childhood. This study was done in São Luís, Maranhão, aiming to get the changes between two kinds of economical situations, parents of four different groups, shopkeepers and artisans. It is a qualitative research. Its results shows that toys nowadays have potential to seduce people to consume them, with senses and functions to fit all different places; therefore toys faces the problem of managing local and global characteristics. This study concludes that modern culture has brought loss and profit to the act of playing in the transition of the handiwork pattern to the industry work. It also concludes that changes we see in toys in the last four decades of the twentieth century are not restricted to them, but are restricted to a system that has been established and implies in changes in popular children’s culture, and moreover in the places of children in modern culture.
Acesso aberto (Open Access)
Brinquedos e brincar na vida de mulheres educadoras negras
(Universidade Federal do Pará, 2015-12) CASTELAR, Marilda; LEMOS, Flávia Cristina Silveira; KHOURI, Jamille Georges Reis; ANDRADE, Thaís
This article discusses the play and the toy in the constitution of black women by school education practices, basic education, public and private. School practices should examine the production and reproduction of behavioral and aesthetic standards, which operate negative discrimination of gender relations and racial. In the survey were used as methodological resources: the oral history through life stories and recorded and transcribed interviews with eight women, African teachers in Salvador (BA). It was conducted literature and literature review. Analyses were performed by the content analysis, from the following categories: memories, relationships with current and professional practices related to gender and racism at school. The toy and the game appeared as racism analyzers and gender stereotypes in education, resulting in the suffering of children. Curriculum adaptation is suggested in schoolwork, considering the promotion of educational equity.
Acesso aberto (Open Access)
A construção de significados nas brincadeiras de faz-de-conta por crianças de uma turma de educação infantil ribeirinha da Amazônia
(Universidade Federal do Pará, 2009-03-03) TEIXEIRA, Sônia Regina dos Santos; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127
The present study focuses the process of construction of meanings in the make-believe play for children of a riverine class in Amazon, from the formularizations of the historical and cultural psychology. In this theoretical methodological perspective, the human being constitutes itself while subject intermediated by the internalization/externalization of the meanings of its cultural group, that are constructed during the dialogical interactions. The main activity by which the preschool child affects this process is the make-believe play, for give the child opportunity to operate directly with the meanings shared in the cultural context where she lives is. In this manner, the objective of this research was to examine the dialogical interactions that happen during the make-believe play of children of a classroom of a riverine class of the Amazon to identify the meanings constructed in the interactions and to verify how, through them, the children co-construct themselves while citizens and participants of the culture. For this, I made a field-work in the classes of kindergarten of a pedagogical unit, located in the Island of the Combu, in the city of Belém of Pará, throughout the years of 2003 and 2006, that was divided in two distinct stages. At the first moment of the research, I effected the characterization of the cultural context of life of the children who frequented the classes of kindergarten. The participants of this stage were thirteen children who had frequented the classroom of kindergarten in the year of 2003, with eleven boys and two girls, between four and five years old, the teacher of the kindergarten class and the responsible ones for the children. The children and its familiar ones had been interviewed. The children had been observed playing in its houses. I analyzed the subjects, the partners, the places, objects and the meanings constructed in the kids play. At the second moment, I made the microgenetic analysis of the dialogical interactions that had occurred in the make-believe play. The participants had been sixteen children who had frequented the classroom of kindergarten in the year of 2005 and the teacher. The analyzed data showed: 1) The ways of construction of the meanings for the children and between them and the teacher; 2) The types of constructed meanings: about the world, about themselves and the others, and about the relation of themselves with the others; 3) The origin of the constructed meanings; 4) The relation culture-subjectivity. The characterization of the cultural context revealed that although they were in contact with the urban context, the children had revealed linked, mainly, to the riverine context. The microgenetic analysis of the dialogical interactions during the tricks showed that the meanings about the world, about themselves and the others, and the relation of themselves with the others, shared in the cultural context of the Island of the Combu, had been internalized, starting to constitute the subjectivities of the investigated children. It indicated in despite of make-believe play, by itself, independent of the participation of other children and the adult, contributes for the process of cultural constitution of the child, but it can be enriched with the participation of other children and the teacher, that respects the initiative, the culture, the level of development of the child and has clarity of its paper to plan and to lead the pedagogical act in one determined direction. Other children contribute increasing the motivation for the trick, including new elements of their cultural universe, renewing the subjects, offering models to be represented and creating complementation opportunities that imply in challenges to be adjusted during the interactions to the levels of developments of the partners. The teacher contributes planning interactive environment - child - child and child-teacher, respecting the activity and the level of development of the children, detaching the constructed meanings in the active and interactive way and, in some cases redirecting the play, with the purpose of the constitution of a determined type of subjectivity and not of a different one. In short, the study reveals how by means of the meanings constructed in the dialogical interactions, the children participate of their collective culture and constitute themselves as riverine people of Amazon.
Acesso aberto (Open Access)
A estrutura da brincadeira e a regulação das relações
(2002-08) PONTES, Fernando Augusto Ramos; MAGALHÃES, Celina Maria Colino
Traditionally, street play has played an important role in structuring child social organization and culture. This study of child play focuses on play as a spontaneous phenomenon which occurs without adult guidance and written rules. In all cultures each play activity has a particular structure which defines it. In general, this structure leads to the development of particular game patterns, strategies, and sanctions. Although this structure arose from child interactions, it constitutes a ritualized "supra-relationship"; that is, although each verbally-coded structural characteristic may exist independently from constraints placed on it, the same may act as a determinant in some situations. In practice, play structure does not affect child interactions, in the sense of eliminating particular types of interpersonal relations that were previously established. Beginning with traditional games such as marbles, kiting, and tag, those structural aspects that condition, or interact with interpersonal relations were studied. It is believed that a thorough investigation of these factors is necessary in order to better describe the nature of games and comprehend how within-group relations influence the transmission of play culture.
Acesso aberto (Open Access)
A infância pelo olhar das crianças do MST: ser criança, culturas infantis e educação
(Universidade Federal do Pará, 2010-10-27) MORAES, Elisangela Marques; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
Researches on children in Brazil have pointed toward a new way of looking at childhood, bringing the child as a legitimate actor and not just a subject of investigation. Children to live in a context of a social movement like the MST have in your life the marks of the struggle for land and agrarian reform, which influence their ways of being. Look for the child of the MST is to see it as a being who participates in the ―organicidade‖ (forums of deliberation) of MST. Therefore, children create spaces of organization and mobilization. In this sense, I question: What are the senses and the meanings of childhood in the speeches of the children in the settlement ―Mártires de Abril‖ of the MST? The survey was conducted in ―Mártires de Abril‖ settlement MST, located in Mosqueiro, a district of the city of Belém. To collect the survey data, I used workshops and group interviews with the children of the settlement. In all 23 children participated in workshops, these workshops had as objective to approach me the children and create a climate of confidence for interviews. The interviews involved 13 children aged between 06 and 11 years, called by the collective movement as the ―Sem Terrinhas‖ (Landless children). The interview was divided into four sessions. The reports of the interviews were transcribed and organized into seven thematic categories. As a benchmark analysis I support the notion of sense and meaning that are expressed through language and are related to the formation of the self in a socio-historical perspective, based on Bakhtin. The survey results shows the different looks that Children of the settlement ―Mártires de Abril‖ have on childhood: they see childhood as a time of play and be children in the MST is experiencing a playful experience of participating in a movement that struggle for rights of the excluded. Children of the settlement talks about their space structural: about the domestic space, they tell us the relationship with the adults in your family is built with great care, but also with the contradiction of authoritarianism; in respect to the space structural of production, the work takes another dimension in space of the settlement, as a time of learning and participation in community life; and in respect to the space of citizenship, school is far from being a place where the right to play is respected. The children’s cultures are produced by children from the settlement in their peer relationships through play, which emphasizes space is important for the enrichment of play culture, whether on the beaches, the creeks and trees. The children of the settlement still tell us that television influenced their lives, their schedules and their way of life to act. Finalized the text indicating the characteristics that make playing the way through which children can act on the world and effectively exercise their right to participation.
Acesso aberto (Open Access)
Matemática e cultura amazônica: representações do brinquedo de miriti
(Universidade Federal do Pará, 2012-08-30) SANTOS, Ivamilton Nonato Lobato dos; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347
In the city of Abaetetuba-Pará there is a socio-economic practice of producing a local craft that has been consolidated as more a culture of Amazonian peoples. The 'toys miriti' as they are commonly known, are produced from a palm tree native to the Amazon, the miritizeiro (Mauritia flexuosa). Parts manufactured craft had its origin lost in time, but have maintained their tradition over the years by artisans who produce and market this craft, whose peak sales occur, first in June then in October, on the occasion of the Festival Miriti, in Abaetetuba, and the Candle of Nazareth, the capital Belém, respectively. These artisans, and reproduce in the toy scene in which Amazon daily living, demonstrate intent, invent and reinvent knowledge here understood as social representations. Thus, this study aims to analyze mathematical representations and heritage of craftsmanship present in miriti Abaetetuba; analyze parts, identifying school and non-school knowledge; analyze elements of cultural and environmental context that contemplate the environmental heritage education from the point of view of ethnographic , approaching the social, cultural and environmental aspects of mathematical relationships present in the toy miriti. The theoretical and methodological approach of this research is based on the Theory of Social Representations with ethnographic characteristics. Data were analyzed based on the discourse of artisans toy miriti. From Representations and conviviality with two groups of artisans - and ASAMAB MIRITONG-was perceived concern and respect for the environment by craftspeople in all stages of the production of handicrafts, missing a few tweaks to make this sustainable practice. The know-how of artisans is filled with culture and knowledge passed on informally and peculiar characteristic of the Environmental Heritage Education. Mathematical elements identified in parts, procedures and representations, are in some cases consistent with discusses in ethnomathematics.
Acesso aberto (Open Access)
Papagaio, pira, peteca e coisas do gênero
(Universidade Federal do Pará, 2006-06-26) SILVA, Lúcia Isabel da Conceição; PONTES, Fernando Augusto Ramos; http://lattes.cnpq.br/1225408485576678
This study investigated the meaning of play‟s groups at street like a peer culture context, noticing them not only as forms of expression and reproduction of this culture but, principally as reconstruction and co-construction context of: sex roles, gender identity and sex role ideology. The study has included 689 people among 0 and 18 years old (440 boys – 249 girls), who played together and they were resident or visitant of three streets around there in a district of Belém/Pará, during one year. The data were collected through three procedures: description from the social and demographic aspects from the area through a formulate; the number of the groups activities of play using scan sampling and the quality of these activities done through the recording of episodes. The results reveal gender differences between the participation in the street and the variety of the play subculture. It was observed a predominance of boys in the street, segregation in plays and different strategies of interaction between two groups of gender. There were major approach girls to the male subculture, doing subversion strategies of ideologies and gender roles. As of three explicative models of human being development (Hinde, 1979, 1987 e 1997; Bronfenbrenner, 1977, 1994 e 1999 e Rossetti-Ferreira, Amorin, Silva & Carvalho, 2003), trying to discuss about the relation between macro and micro determination in the culture formation of gender in play groups. The data about groups composition, segregation, preferences, content and quality of sharing the gender groups sex/ gender, confirm the relation of gender formation and take to a proposition of a unilateral approach among these groups which the girls are the first.
Acesso aberto (Open Access)
A transmissão da cultura da brincadeira: algumas possibilidades de investigação
(2003) PONTES, Fernando Augusto Ramos; MAGALHÃES, Celina Maria Colino
This article outlines possibilities of investigating factors related to the transmission of play culture. Play is actively implicated in social learning, where, among other things, routines, vocabulary, types of rules and a interactions are learned. We believe that a thorough investigation of these factors, as well as a study of these play–related categories are important. Not only because they provide opportunities for a complete description of play and occurrence of learning in a natural setting, but also because they serve as indicators for understanding the relationships between groups of children, their socialization, and involvement as agents of cultural transmission.