Maria Estela Costa Holanda Campelo

Elementary education: the time and voice of children

The text aims to discuss the following problems: What are the perceptions of children about their right to elementary education as a compulsory step of basic education? What assessments are made by children on the elementary school, in terms of its purpose, pedagogical practice, and acquisitions provided, especially in regard to literacy? In order to answer these questions, we worked with 20 children from the early years of elementary education at two schools, one state and another municipal, with the central focus of the research on the childrens perception about their school context. As an initial result, we warned the actors of the school dynamics to take a more accurate look to what the children say and how they outline their main locus of learning.

Educação escolar: a vez e a voz das crianças

The text aims to discuss the following problems: What are the perceptions of children about their right to elementary education as a compulsory step of basic education? What assessments are made by children on the elementary school, in terms of its purpose, pedagogical practice, and acquisitions provided, especially in regard to literacy? In order to answer these questions, we worked with 20 children from the early years of elementary education at two schools, one state and another municipal, with the central focus of the research on the childrens perception about their school context. As an initial result, we warned the actors of the school dynamics to take a more accurate look to what the children say and how they outline their main locus of learning.

Educación escolar: la hora y la voz de los niños

The text aims to discuss the following problems: What are the perceptions of children about their right to elementary education as a compulsory step of basic education? What assessments are made by children on the elementary school, in terms of its purpose, pedagogical practice, and acquisitions provided, especially in regard to literacy? In order to answer these questions, we worked with 20 children from the early years of elementary education at two schools, one state and another municipal, with the central focus of the research on the childrens perception about their school context. As an initial result, we warned the actors of the school dynamics to take a more accurate look to what the children say and how they outline their main locus of learning.