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(TEACHER) Did it the wrong way? What do you mean?
(JES) She was supposed to put hers here and not where mine is.
(TEACHER) And, why do you think that hers is supposed to be put there?—trying
to understand if what she was saying had any relation with the organization of
the characters in the story.
(JES) Because it cannot be put beside mine
(TEACHER) Why don't you want one beside the other? (JES) Because not.
Trying to understand MAR's position in the activity, we asked:
(TEACHER) MAR, why did you want to put it in this side?
(MAR) Because I wanted to do so.
(JES) But I didn't!
We observed that this pair was more concerned about the object itself instead of
considering the story and there was evident dispute between the children despite
their affinity. Answering “because I wanted to do so” can be related to the
egocentrism t can also indicate that one of the students found out that the characters
occupied opposite positions and the other did not see this clearly.
The pair ANA and GAB stated that they had placed the characters one in each
side 'because we like it this way'. The students shared the material in the following
way: GAB stayed with Dick and ANA with Tom. To show the way they had placed
the characters ANA placed Dick in the opposite side. In this case, we noticed that
the character placed by GAB served as reference to ANA. GAB, talking about the
position of the characters concluded: 'this here and that there'.
In the third pair, JHE stated that the characters were one in each side in the
activity because they were in this position in the topic. Then, with the characters
placed on Tatipurum, I introduced other elements of the story that would also be
placed on the foam ball: Pirilamp
´
ia, Jameleira and Ballon. Some questions
emerged:
(JES) Which of them made the balloon? Let's see in the topic? Does anyone know
who made it?
(JHE) The green one.
(TEACHER) Right. The one with the green hat, Dick, made the balloons. The one
with the blue hat, Tom, planted the Jameleira.
We felt the need of a referential which would allow the exploration of the notion
near/far, using the objects created by the characters and their location on the planet
Tatipurum. We observed that JHE and VIN were disputing the material and were
not in agreement about the position of the balloon. VIN indicated that he would
place it beside Tom, but before he had said that Dick had made the balloon and JHE
stated that it should be placed nest to Dick. VIN's suggestion prevailed. The
children's productions can be seen in Figs.
20.2
,
20.3
and
20.4
.
To finish the activity, we had the students sat together and started a conversation:
(TEACHER) The balloon near Dick and Jameleira near Tom, because he planted it.
And Pirilamp´ia?—observing the material used by ANA and GAB.
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