O brincar livre na educação infantil : da diversão à garantia de direito(s)
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/8078 |
Resumo: | The present work has as its main theme the right to free play in childhood, based on the analysis of which ways this right has been guaranteed in the pedagogical proposal of early childhood education, from a look at a Marist Education network in city of Porto Alegre /RS. This study is justified because it is taken as a reference that the main characteristic of childhood is a singularity of each child and the premise that as little children play, they do develop, make their concepts, create, share, project themselves, reproduce the reality and express their feelings and, as the Early Childhood Education is one of the first places where children socialize,it becomes a review on a relationship between play (free) and Early Childhood Education. Thus, the theoretical reference used is based on Barbosa (2006); Dolto (2007); Fortuna (2007; 2010); Horn (2003), Pinto and Sarmento (1997), Kishimoto (2013); Dornelles (2001) among others. In the empirical research, qualitative exploratory methodology was adopted, using as instruments for data collection, semi-structured interviews with six teachers who work in the Marista Children's Education, as well as the documentary analysis of 30-day weekly planning that preceded the interviews. The analyzes were made based on the assumptions of the Content Analysis of Bardin (2011) and sought to understand how free play is inserted in the curriculum, how the times and spaces are organized for free play as well as foreseen these moments within the pedagogical proposal of Early Childhood Education. Thus, four categories of analysis were defined: play, time, space and pedagogical proposal that, in a joint way, dialogue among themselves in the discussion about free play in early childhood education. The results showed an extreme appreciation of free play by the educators, understanding this moment as learning and training, understanding that it is through playing as children develop. In addition, through the guidelines modifications of martista early childhood education schools and the contributions of Reggio Emilia in the pedagogical proposal of this network of education, it was possible to perceive as conceptions that these teachers have for the space of formation, creation and socialization. |
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Santos, Andréia Mendes doshttp://lattes.cnpq.br/9544763044134842http://lattes.cnpq.br/9094365892143665Veríssimo, Ana Carolina Brandão2018-05-28T13:48:59Z2018-02-22http://tede2.pucrs.br/tede2/handle/tede/8078The present work has as its main theme the right to free play in childhood, based on the analysis of which ways this right has been guaranteed in the pedagogical proposal of early childhood education, from a look at a Marist Education network in city of Porto Alegre /RS. This study is justified because it is taken as a reference that the main characteristic of childhood is a singularity of each child and the premise that as little children play, they do develop, make their concepts, create, share, project themselves, reproduce the reality and express their feelings and, as the Early Childhood Education is one of the first places where children socialize,it becomes a review on a relationship between play (free) and Early Childhood Education. Thus, the theoretical reference used is based on Barbosa (2006); Dolto (2007); Fortuna (2007; 2010); Horn (2003), Pinto and Sarmento (1997), Kishimoto (2013); Dornelles (2001) among others. In the empirical research, qualitative exploratory methodology was adopted, using as instruments for data collection, semi-structured interviews with six teachers who work in the Marista Children's Education, as well as the documentary analysis of 30-day weekly planning that preceded the interviews. The analyzes were made based on the assumptions of the Content Analysis of Bardin (2011) and sought to understand how free play is inserted in the curriculum, how the times and spaces are organized for free play as well as foreseen these moments within the pedagogical proposal of Early Childhood Education. Thus, four categories of analysis were defined: play, time, space and pedagogical proposal that, in a joint way, dialogue among themselves in the discussion about free play in early childhood education. The results showed an extreme appreciation of free play by the educators, understanding this moment as learning and training, understanding that it is through playing as children develop. In addition, through the guidelines modifications of martista early childhood education schools and the contributions of Reggio Emilia in the pedagogical proposal of this network of education, it was possible to perceive as conceptions that these teachers have for the space of formation, creation and socialization.O presente trabalho tem como tema principal o direito ao brincar livre na infância, tendo como base a análise sobre as formas como esse direito tem sido garantido na proposta pedagógica da educação infantil, a partir do olhar sobre a rede Marista de Educação na cidade de Porto Alegre/RS. Esse estudo justifica-se uma vez que se toma como referência que a principal característica da infância é a singularidade de cada criança e partindo da premissa que as crianças pequenas ao brincarem se desenvolvem, formam seus primeiros conceitos, criam, partilham, projetam, reproduzem a realidade e expressam seus sentimentos e sendo a Educação Infantil como um dos primeiros lugares onde as crianças socializam, torna-se necessária uma reflexão sobre a relação entre o brincar (livre) e a Educação Infantil. Assim, o referencial teórico utilizado apoia-se em Barbosa (2006); Dolto (2007); Fortuna (2007, 2010); Horn (2003, 2004); Pinto e Sarmento (1997), Kishimoto (2013); Dornelles (2001) entre outros. Na pesquisa empírica foi adotada a metodologia qualitativa do tipo exploratória, sendo utilizados como instrumentos para a coleta de dados, entrevistas semiestruturadas com seis professoras que atuam na Educação Infantil da rede Marista, além da análise documental de planejamentos semanais de trinta dias que antecederam as entrevistas das mesmas. As análises foram feitas a partir dos pressupostos da Análise de Conteúdo de Bardin (2011) e buscaram perceber de que forma o brincar livre encontra-se inserido no currículo enquanto fomentador de aprendizagens, como são organizados os tempos e espaços para que ocorram o brincar livre, bem como são previstos estes momentos dentro da proposta pedagógica da Educação Infantil. Dessa forma foram definidas quatro categorias de análise: brincar, tempo, espaço e proposta pedagógica que, de forma conjunta, dialogam entre si na discussão sobre o brincar livre na educação infantil. Os resultados apresentaram uma extrema valorização do brincar livre por parte das educadoras, compreendendo este momento como de aprendizagens e formação, entendendo que é através do brincar as crianças se desenvolvem. Além disso, através das modificações das diretrizes da educação infantil marista e das contribuições de Reggio Emilia na proposta pedagógica desta rede de ensino, foi possível perceber as concepções que essas professoras têm enquanto espaço de formação, criação e socialização.Submitted by PPG Educação (educacao-pg@pucrs.br) on 2018-05-18T20:40:03Z No. of bitstreams: 1 Ana Verissimo.pdf: 1173038 bytes, checksum: 19e7de81ca876e39ffaa5c894be8dd6c (MD5)Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-05-28T13:40:13Z (GMT) No. of bitstreams: 1 Ana Verissimo.pdf: 1173038 bytes, checksum: 19e7de81ca876e39ffaa5c894be8dd6c (MD5)Made available in DSpace on 2018-05-28T13:48:59Z (GMT). No. of bitstreams: 1 Ana Verissimo.pdf: 1173038 bytes, checksum: 19e7de81ca876e39ffaa5c894be8dd6c (MD5) Previous issue date: 2018-02-22Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/172201/Ana%20Verissimo.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em EducaçãoPUCRSBrasilEscola de HumanidadesBrincar LivreInfânciasDireito da CriançaEducação InfantilCIENCIAS HUMANAS::EDUCACAOO brincar livre na educação infantil : da diversão à garantia de direito(s)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrabalho não apresenta restrição para publicação-8451285793228477937500500500600-6557531471218110192-2403458189103523672075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILAna Verissimo.pdf.jpgAna Verissimo.pdf.jpgimage/jpeg5311http://tede2.pucrs.br/tede2/bitstream/tede/8078/4/Ana+Verissimo.pdf.jpg231ac486dc44acb966b015e02ba09acfMD54TEXTAna Verissimo.pdf.txtAna Verissimo.pdf.txttext/plain189541http://tede2.pucrs.br/tede2/bitstream/tede/8078/3/Ana+Verissimo.pdf.txt327e3a5d048851565bd86dee968e6b8bMD53ORIGINALAna Verissimo.pdfAna Verissimo.pdfapplication/pdf1173038http://tede2.pucrs.br/tede2/bitstream/tede/8078/2/Ana+Verissimo.pdf19e7de81ca876e39ffaa5c894be8dd6cMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8610http://tede2.pucrs.br/tede2/bitstream/tede/8078/1/license.txt5a9d6006225b368ef605ba16b4f6d1beMD51tede/80782018-05-28 12:00:50.679oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2018-05-28T15:00:50Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
O brincar livre na educação infantil : da diversão à garantia de direito(s) |
title |
O brincar livre na educação infantil : da diversão à garantia de direito(s) |
spellingShingle |
O brincar livre na educação infantil : da diversão à garantia de direito(s) Veríssimo, Ana Carolina Brandão Brincar Livre Infâncias Direito da Criança Educação Infantil CIENCIAS HUMANAS::EDUCACAO |
title_short |
O brincar livre na educação infantil : da diversão à garantia de direito(s) |
title_full |
O brincar livre na educação infantil : da diversão à garantia de direito(s) |
title_fullStr |
O brincar livre na educação infantil : da diversão à garantia de direito(s) |
title_full_unstemmed |
O brincar livre na educação infantil : da diversão à garantia de direito(s) |
title_sort |
O brincar livre na educação infantil : da diversão à garantia de direito(s) |
author |
Veríssimo, Ana Carolina Brandão |
author_facet |
Veríssimo, Ana Carolina Brandão |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, Andréia Mendes dos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9544763044134842 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9094365892143665 |
dc.contributor.author.fl_str_mv |
Veríssimo, Ana Carolina Brandão |
contributor_str_mv |
Santos, Andréia Mendes dos |
dc.subject.por.fl_str_mv |
Brincar Livre Infâncias Direito da Criança Educação Infantil |
topic |
Brincar Livre Infâncias Direito da Criança Educação Infantil CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present work has as its main theme the right to free play in childhood, based on the analysis of which ways this right has been guaranteed in the pedagogical proposal of early childhood education, from a look at a Marist Education network in city of Porto Alegre /RS. This study is justified because it is taken as a reference that the main characteristic of childhood is a singularity of each child and the premise that as little children play, they do develop, make their concepts, create, share, project themselves, reproduce the reality and express their feelings and, as the Early Childhood Education is one of the first places where children socialize,it becomes a review on a relationship between play (free) and Early Childhood Education. Thus, the theoretical reference used is based on Barbosa (2006); Dolto (2007); Fortuna (2007; 2010); Horn (2003), Pinto and Sarmento (1997), Kishimoto (2013); Dornelles (2001) among others. In the empirical research, qualitative exploratory methodology was adopted, using as instruments for data collection, semi-structured interviews with six teachers who work in the Marista Children's Education, as well as the documentary analysis of 30-day weekly planning that preceded the interviews. The analyzes were made based on the assumptions of the Content Analysis of Bardin (2011) and sought to understand how free play is inserted in the curriculum, how the times and spaces are organized for free play as well as foreseen these moments within the pedagogical proposal of Early Childhood Education. Thus, four categories of analysis were defined: play, time, space and pedagogical proposal that, in a joint way, dialogue among themselves in the discussion about free play in early childhood education. The results showed an extreme appreciation of free play by the educators, understanding this moment as learning and training, understanding that it is through playing as children develop. In addition, through the guidelines modifications of martista early childhood education schools and the contributions of Reggio Emilia in the pedagogical proposal of this network of education, it was possible to perceive as conceptions that these teachers have for the space of formation, creation and socialization. |
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