Culturas infantis e a educação popular: o brincar nas cirandas infantis sob uma dimensão sociológica

Abstract

The present research, through the theme of Popular Education and Childhood, through the view of the Sociology of Childhood, It is a investigative proposal the analysis of documents that instrumentalize and subsidize the teaching practices of the Children's Cirandas Movimento de Trabalhadores Rurais Sem Terra (MST). The general aim, through diagnostic research, documentary analysis and interview, It is to identify the formation and socialization processes of the ‘Crianças Sem Terrinha’ through play as a pedagogical practice. This is because we consider the act of playing a political procedure, playful and interactive process in which we look at children as protagonists and producers of their cultures and childhoods. It is worth mentioning the limited supply of research aimed at children and the production of children's cultures in the field of Popular Education, which denotes a certain originality to the research. The subjects interviewed are two educators linked to the ‘Ciranda Infantil Pequeno Colibri’ from Josué de Castro Institute. The key concepts of this study are: childhood; socialization, social movements, playing and awareness. Thus, the research is structured in five chapters, which address the following discussions, respectively: Popular Education, Popular Social Movements, Children's Cirandas, concepts referring to children, childhoods and playing, Childhood Sociology, analysis of the documents that instrumentalize the Children's Cirandas, interviews with educators and final diagnosis. Finally, we provide the script for the structured interview and the informed consent form. The results of this research indicate that playing is a harmonic practice that encompasses playful, political and pedagogical aspects in terms of the analyses (documental and interviews) carried out in this study; in this sense, children's cultures from play are fundamental for the understanding of the social, economic and cultural structures to which children belong.