Plays and interactions in didactic books for child education

• Autor(a) principal: Silveira Barbosa, Maria Carmen
• Data de Publicação: 2018
• Outros Autores: Gobbato, Carolina, Boito, Crisliane
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/31474
• topic: preschool; teaching material; DCNEI.; preescolar; materiales didácticos; DCNEI; pré-escola; materiais didáticos; DCNEI.

 This article analyzes three collections of Brazilian Didactic Books for Early Childhood Education, aiming to understand how the children’s game and the interactions, basis of the National Curricular Guidelines for Early Childhood Education (Resolução n. 5, 2009), are included in the teaching material. The research is theoretically based on the childhood and children’s game studies of authors as Brougère (1995), Kishimoto (2010) and Moyles et al. (2006), among others. The methodological process developed was through the analysis of the book’s content, focusing on the children’s games and the interactions proposed by the material. The children’s game and to a lesser extent the interactions, although present in the material appear only in supervised activities, aiming the teaching of strict contents and not the contextualized experiences, complex, playful, interactive and cognitive. In this way, the children’s games and the interactions, as presented in Didactic Books, assume a limite dand poor sense, and do not constitute the basis of the collections and distancing from that legitimized by the National Curricular Guidelines for Early Childhood Education.