Cirandas-paidia : retóricas de gênero na composição da educação com infâncias

Abstract

Thinking about an education built with the participation of children requires a crossing of thoughts and experiences with concepts such as Children, Education and Early Childhood Education, Children's Education. Different disciplines, such as Sociology of Childhood, Anthropology and Pedagogy of Childhood, have invested a lot of effort in trying to consolidate a new look around these concepts, rescuing the child out of the historical and political marginality with which it has been analyzed over time. Bring them to a propositional and inventive dimension of education. Resigning social and pedagogical practices anchored in an affirmative vision of the child thus implies the approach and active listening to the children and, in the joint formation, dialogued and reflective of the process of learning and teaching. Therefore, this study is part of the research line School Cultures and Languages, of the Graduate Program in Education – PPGE, from the Federal University of Mato Grosso – UFMT, and brings as a study problem the question: “How do children build their experiences of gender identities during their daily activities at an institution of Early Childhood education in Vilhena/RO”? Has aims at understanding the notions constructed by children about their experiences of gender identities in the institutional setting of the preschool, in the school routines, especially during the games, and is permeated by the epistemological advances brought by these disciplines in an attempt to anchor questions that might mobilize the creation of new ways of knowing education with children. Among these issues, the ways in which children develop and interpret, socially and culturally, images, symbols and notions of gender and their relational implications, point to illuminating new openings in the production of knowledge about children’s identities. Of ethnographic inspiration, the research with listening attitude and description of a social context narrated by the children, tries to translate the intricate knowledge of themselves in the collective experiences of boys and girls in consonance with the liturgy of the game. It is by means of paidia, the inventive intensity that we are the sign of children's culture and folklore to better understand the construction of children's identities. For this reason, we used as a means of listening and learning the participant observation and the individual interview of pre-school children (pre-II) of a public school, municipal of a peripheral region of Vilhena-RO, northern region of the country. The findings that we reached on the journey with the children pointed out that they invent alternative ways to the school journey presented by adults, to affirm, through the playful mask, the installation of a knowledge that is made in the movement, by resistance and cultural rhetoric child. We built five categories that indicate that boys and girls the play in spaces beyond the school and with toys that they designate as boys and girls; distance themselves identitiously for establishing gender relations guided by a binary logic that hierarchizes them in asymmetrical powers relations; a joke that unites boys and girls in their communal constitution cirandas; or imaginary organizes or universe of children by creation, by the invention of new possibilities of the world and childhood; and, the groupings of the children vary according to the place of play, the types of plays, in addition, it required negotiations of roles and toys to enter the play group.