But I just started? The reiteration and the nuances of the time in the school context

This dissertation, developed by the Program of graduate studies in education at the Faculty of science and technology, UNESP-Campus of Presidente Prudente, is linked to the line of research called: formative processes, children and youth. We received funding of research by the Capes and FAPESP's later. The survey was conducted in a school of early childhood education, a municipality of the western part of the State of São Paulo and was attended by two teachers, about 49 children, divided into two classes. Its origin is based on the issue that children had a different perception of time, and answered at the end of the time for the play on the phrase "But I just started?!" Being that I already had a relative time in the same activity. When performing the in-depth survey, we noticed that there were few studies about the reiteration, the time axis of the cultures of infancy, therefore, the search took over as object of study the reiteration and the nuances of the time in the school context. The investigation establishes as its main objective to understand how children and teachers conceive children's time and how children deal with the positions derived from conceptions of educators. We use as ethnography and methodology as the methodological tools observation and interviews. Among the results was the production of knowledge about children's time, the conception of time which prevails among the teachers in the classroom is the clock time, with the demarcation of the routine, for example. The children, however, react to this positioning with the demystification of school time that is made through the games and that allows the creation and reinvention of other times, for example, the Kairos, Aión and or Kaión, challenging and playing with the Almighty and crucial time Chronos. We highlight the need for relativization of time (Chronos) by teachers and the recognition of other times for a pedagogical work more appropriate and consistent with the specificities of childhood, thus ensuring a more effective communication between the subjects in the educational context. We hope through this study, broaden the theoretical bases on the reiteration, motivate further investigation about the time that may contribute to better harmony between children and teachers, the fact that different times govern the school therefore becomes required a greater empathy, reciprocity and understanding in relation to the other. (AU)