O jogo dramático como ferramenta do educador para a educação infantil bilíngue (português/ inglês)

• Autor(a) principal: Galvão, Carolina Canuto
• Data de Publicação: 2010
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/28890
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação Infantil; Bilinguismo; Jogo dramático; Children Education; Bilingualism; Dramatic game

With the challenges of contemporary times in an increasingly globalized world, increase the educational institutions that offer bilingual education. How to understand it? What helps? This paper aims to outline the main contribution of dramatic play for Bilingual Education through a research program developed from the practice of teacher-researcher in a Bilingual School Children. The study is based on the theories of Vygotsky on the symbolic universe, the place of language and emotion in child development. It also presents ideas of Paulo Freire on the educator's role as mediator in the teaching-learning and discusses some concepts of Piaget on the issue of game and play in child development. It brings the contributions of Moreno, founder of Psychodrama in its original proposal to develop relational working under the concepts of identity matrix, linked to the emergence of social roles, grounded in corporeality. Bilingual education is considered in its specificity from the visions of Hamers and Blanc and other contributions. The educational work that led to systematic research shows the sequence of activity, "Van Gogh and Jackson Pollock," performed in the second half of 2009 in a bilingual institution, with the class consisted of fourteen students from two to three years old. It was possible to experience all the steps envisaged in the Project. We selected three individuals to systematize the results of intervention. The data collected indicate that dramatic play is an important tool for bilingual teacher to create favorable conditions for effective learning. To create representations, dramatizations, scenes, jokes, among other instruments, the English language was a means to mobilize the various areas of learning and not just an end in itself. The educator to facilitate learning using drama, promoted situations in which the English language became a teaching tool, designed as a medium of communication and at the same time, has become the object of teaching, since the vocabulary and grammatical construction used were acquired by the students. Children exposed to bilingual contexts create a single cognitive representation language equivalent to two representations and dramatic play contributes to this process