As vozes das crianças às margens do rio Tapará: ser criança na comunidade Tapará Grande – Santarém/PA

Abstract

In Brazil, studies that conceive of childhood as a social phenomenon is relatively new. Such searches have been busy investigating children's groups living in situations of risk or Indian children. Other works have sought to extend the knowledge about the concept of childhood, from their own children and in different contexts. Accordingly, we sought to identify what the concept that children of five to six years of age, in lowland community known as Cover Large, in Santarém-PA, have about what it means to be a child. Participated in 16 children, 8 girls and 6 boys. Data collection instrument was used to complete Story (MARTINS, 2000). And in the collection of data on the context bioecológico that make up the reality of the children surveyed, the instruments were used: screenplay by focus group, applied by means of focus group with children; the Resource Inventory of the family environment-and RAF-demographic Data sheet, filled out by the parents of the children, and the tour for the children in the community. For data analysis we used the technique of the collective subject discourse – DSC (LEFÈVRE; LEFÈVRE, 2012) and Narrative Analysis (HUBERMAN; Miles, 1991). As context, it was observed that the routine of children in relation to the means of locomotion, the spaces used and types of games occur according to the possibilities of full and dry periods the river. The results for the topic "what it's like to be a child" were analyzed by age group. The central ideas found in the Group of children with 5 years/up to were: a) the child is small; b) the child is legally and obey your elders; c) what the child does; d) used as a reference; e) what belongs to the child; f) I don't know; g) no doubt. It was observed that the concept of children of 5 years is built from concrete, behavioral and physical references as his own child and the toys. The central ideas found for the Group of 6 years were: a) a baby; b) what baby doesn't make; c) is used as a reference; d) doubt; e) the affirmative to know what it's like to be a child, denoting the figure of the child as one who's baby, as well as the activities that the child performs and himself. Both groups were used as references and brought activities to explain what is a child, but the children of 5 years narrated so more staff, while the children of 6 years have brought the baby and other activities without putting in the statements. Another similarity were the doubts that have arisen about what the child and curiosities. So, it was noticed that the concepts of children reflect elements of the context of development, relations with the family, with the spaces and people in the community. These results contribute to the expansion of the theoretical field about childhood, in particular in the northern region of Brazil, to the methodological field that has the child with subject and focus of research.