A participação de crianças e professora na constituição da brincadeira na educação infantil

• Autor(a) principal: Martins, Cristiane Amorim
• Data de Publicação: 2009
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/2983
• topic: Brincadeiras – Fortaleza(CE); Atividades criativas na sala de aula; Atividades criativas na sala de aula; Professores de educação pré-escolar – Formação – Fortaleza(CE); Crianças – Recreação – Estudo e ensino – Fortaleza(CE)

he present research aims at analyzing how the children’s and their teacher’s conceptions regarding playing take part in the play building experienced at the preschool. We tried to learn how playing takes place at school and what are the children’s and the teacher’s conceptions about the playing. We also analyzed the way these conceptions interact with one another and with the other factors which are part of the play building at school. Piaget’s, Vygotsky’s and Wallon’s theories were used as the basic theoretical models, referring to the playing roles upon the children’s development, as well as Elkonin’s and Winnicott’s playing theory and the sociological studies of childhood culture. The empirical investigation took place at a public school in Fortaleza, where a kindergarten class and the teacher were the subject of this investigation. The qualitative approach research was made up of a case study in which observation, semistructured interview, drawing and explanation, histories to be completed, a symbolic game as well as its analysis and school playing experience were used as instruments. The data analysis revealed that the teacher valued the playing which was planned and directed by her aiming at learning and practicing abilities. Free playing which is seen by her as a “mess” is at times tolerated, but never stimulated in class, taking place especially at break times. For the children the only way out is to play clandestinely in class, which is not always possible. A battle is then established between teacher and children while the first one tries in every possible way to keep order in class. The children insist in playing and it is not the fact of being the teacher and having the adult status which guarantees the victory over them. In rare occasions when playing is experienced in a non-clandestine way, the outstanding format is the one in which the children transform a game proposed by the teacher, disregarding the rules and she does not interfere immediately. Yet, less frequently children are involved in games proposed by the teacher. Considering the classroom as the place which represents the school specificity, children deny it while teachers confirm that the institution is the appropriate environment for playing. Although she considers that playing promotes learning and childhood development, her knowledge about this matter seems to be very superficial. Due to this, games are applied expecting spontaneous involvement and respect for the rules when children yet are able to organize their wishes. Other aspects considered during the teacher’s initial formation are the absence of a critical reflection about children concept and the school and society adult centric posture added to the lack of professional training. These components are considered indispensible conditions to get over these difficulties which certainly jeopardize the teacher’s job quality.