THE PERCEPTION OF 5-YEAR-OLD CHILDREN ABOUT LEARNING AND PLAYING AT SCHOOL
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Inter-ação (Goiânia. Online) |
Texto Completo: | https://revistas.ufg.br/interacao/article/view/67992 |
Resumo: | This text aims to discuss the understanding that five-year-olds have about learning and playing at school. Six children who were in the last year of Kindergarten in a municipal public school in 2019 participated in this qualitative study. They were interviewed by a former teacher in the school environment, in order to prioritize the look and active listening to these children. The narratives were transcribed and analyzed using the Content Analysis technique, from an initial treatment carried out by the IRaMuTeQ software. The results showed that children have a positive image of the school and that they understand that it is in this space that they play to learn. They also pointed out how important it is that the different spaces in the school allow for playing, learning and feeling safe. Finally, the children stated that collectively constructed rules and agreements are important for the development of autonomy. KEYWORDS: Early Childhood Education. School. Play. Narratives. |
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THE PERCEPTION OF 5-YEAR-OLD CHILDREN ABOUT LEARNING AND PLAYING AT SCHOOLLA PERCEPCIÓN DE LOS NIÑOS DE 5 AÑOS SOBRE APRENDER Y JUGAR EN LA ESCUELAA PERCEPÇÃO DE CRIANÇAS DE 5 ANOS SOBRE APRENDER E BRINCAR NA ESCOLAThis text aims to discuss the understanding that five-year-olds have about learning and playing at school. Six children who were in the last year of Kindergarten in a municipal public school in 2019 participated in this qualitative study. They were interviewed by a former teacher in the school environment, in order to prioritize the look and active listening to these children. The narratives were transcribed and analyzed using the Content Analysis technique, from an initial treatment carried out by the IRaMuTeQ software. The results showed that children have a positive image of the school and that they understand that it is in this space that they play to learn. They also pointed out how important it is that the different spaces in the school allow for playing, learning and feeling safe. Finally, the children stated that collectively constructed rules and agreements are important for the development of autonomy. KEYWORDS: Early Childhood Education. School. Play. Narratives.Este texto tiene como objetivo discutir la comprensión que tienen los niños de cinco años sobre el aprendizaje y el juego en la escuela. De este estudio cualitativo participaron seis niños que cursaban el último año de jardín de infancia en un colegio público municipal en 2019. Fueron entrevistados por una exmaestra en el ámbito escolar, con el fin de priorizar la mirada y la escucha activa de estos niños. Las narrativas fueron transcritas y analizadas mediante la técnica de Análisis de Contenido, a partir de un tratamiento inicial realizado por el software IRaMuTeQ . Los resultados mostraron que los niños tienen una imagen positiva de la escuela y que entienden que es en este espacio donde juegan para aprender. También señalaron lo importante que es que los diferentes espacios de la escuela permitan jugar, aprender y sentirse seguros. Finalmente, los niños manifestaron que las reglas y acuerdos construidos colectivamente son importantes para el desarrollo de la autonomía. PALABRAS CLAVE: Educación Infantil. Colegio. Tocar. Narrativas.Este texto tem como objetivo discutir qual a compreensão que crianças de cinco anos possuem sobre aprender e brincar na escola. Participaram deste estudo, de natureza qualitativa, seis crianças que estavam cursando o último ano da Educação Infantil em uma escola pública municipal, no ano de 2019. Elas foram entrevistadas por uma ex-professora no próprio ambiente da escola, de forma a priorizar o olhar e a escuta ativa dessas crianças. As narrativas foram transcritas e analisadas por meio da técnica da Análise de Conteúdo, a partir de um tratamento inicial realizado pelo software IRaMuTeQ. Os resultados demonstraram que as crianças possuem uma imagem positiva da escola e que entendem que é neste espaço que elas brincam para aprender. Também apontaram que na percepção dos infantes é importante que os diferentes espaços da escola permitam brincar, aprender e se sentir seguro. Por fim, as crianças afirmaram que as regras e combinados construídos coletivamente são importantes para o desenvolvimento da autonomia. PALAVRAS-CHAVE: Educação Infantil. Escola. Brincar. Narrativas.Faculdade de Educação (UFG)2022-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.ufg.br/interacao/article/view/6799210.5216/ia.v47i1.67992Journal Inter-Ação; Vol. 47 No. 1 (2022); 91-109Revista Inter Ação; Vol. 47 Núm. 1 (2022); 91-109Revista Inter-Ação; v. 47 n. 1 (2022); 91-1091981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/67992/38292https://revistas.ufg.br/interacao/article/view/67992/40835Copyright (c) 2022 Mariana Aranha de Souza, Deide Santos Silva, Suzana Lopes Salgado Ribeiroinfo:eu-repo/semantics/openAccessSouza, Mariana Aranha deSilva, Deide SantosRibeiro, Suzana Lopes Salgado 2024-03-04T14:31:58Zoai:ojs.revistas.ufg.br:article/67992Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:55:02.857376Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true |
dc.title.none.fl_str_mv |
THE PERCEPTION OF 5-YEAR-OLD CHILDREN ABOUT LEARNING AND PLAYING AT SCHOOL LA PERCEPCIÓN DE LOS NIÑOS DE 5 AÑOS SOBRE APRENDER Y JUGAR EN LA ESCUELA A PERCEPÇÃO DE CRIANÇAS DE 5 ANOS SOBRE APRENDER E BRINCAR NA ESCOLA |
title |
THE PERCEPTION OF 5-YEAR-OLD CHILDREN ABOUT LEARNING AND PLAYING AT SCHOOL |
spellingShingle |
THE PERCEPTION OF 5-YEAR-OLD CHILDREN ABOUT LEARNING AND PLAYING AT SCHOOL Souza, Mariana Aranha de |
title_short |
THE PERCEPTION OF 5-YEAR-OLD CHILDREN ABOUT LEARNING AND PLAYING AT SCHOOL |
title_full |
THE PERCEPTION OF 5-YEAR-OLD CHILDREN ABOUT LEARNING AND PLAYING AT SCHOOL |
title_fullStr |
THE PERCEPTION OF 5-YEAR-OLD CHILDREN ABOUT LEARNING AND PLAYING AT SCHOOL |
title_full_unstemmed |
THE PERCEPTION OF 5-YEAR-OLD CHILDREN ABOUT LEARNING AND PLAYING AT SCHOOL |
title_sort |
THE PERCEPTION OF 5-YEAR-OLD CHILDREN ABOUT LEARNING AND PLAYING AT SCHOOL |
author |
Souza, Mariana Aranha de |
author_facet |
Souza, Mariana Aranha de Silva, Deide Santos Ribeiro, Suzana Lopes Salgado |
author_role |
author |
author2 |
Silva, Deide Santos Ribeiro, Suzana Lopes Salgado |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Souza, Mariana Aranha de Silva, Deide Santos Ribeiro, Suzana Lopes Salgado |
description |
This text aims to discuss the understanding that five-year-olds have about learning and playing at school. Six children who were in the last year of Kindergarten in a municipal public school in 2019 participated in this qualitative study. They were interviewed by a former teacher in the school environment, in order to prioritize the look and active listening to these children. The narratives were transcribed and analyzed using the Content Analysis technique, from an initial treatment carried out by the IRaMuTeQ software. The results showed that children have a positive image of the school and that they understand that it is in this space that they play to learn. They also pointed out how important it is that the different spaces in the school allow for playing, learning and feeling safe. Finally, the children stated that collectively constructed rules and agreements are important for the development of autonomy. KEYWORDS: Early Childhood Education. School. Play. Narratives. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-04-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.ufg.br/interacao/article/view/67992 10.5216/ia.v47i1.67992 |
url |
https://revistas.ufg.br/interacao/article/view/67992 |
identifier_str_mv |
10.5216/ia.v47i1.67992 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufg.br/interacao/article/view/67992/38292 https://revistas.ufg.br/interacao/article/view/67992/40835 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Mariana Aranha de Souza, Deide Santos Silva, Suzana Lopes Salgado Ribeiro info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Mariana Aranha de Souza, Deide Santos Silva, Suzana Lopes Salgado Ribeiro |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Faculdade de Educação (UFG) |
publisher.none.fl_str_mv |
Faculdade de Educação (UFG) |
dc.source.none.fl_str_mv |
Journal Inter-Ação; Vol. 47 No. 1 (2022); 91-109 Revista Inter Ação; Vol. 47 Núm. 1 (2022); 91-109 Revista Inter-Ação; v. 47 n. 1 (2022); 91-109 1981-8416 reponame:Inter-ação (Goiânia. Online) instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Inter-ação (Goiânia. Online) |
collection |
Inter-ação (Goiânia. Online) |
repository.name.fl_str_mv |
Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
||revistainteracao@gmail.com |
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1799874764625412096 |