A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFLA |
Texto Completo: | http://repositorio.ufla.br/jspui/handle/1/55920 |
Resumo: | Games are directly linked to childhood and contribute to the integral development of the child. During Early Childhood Education, the child has the opportunity to explore and build artifacts, in addition to using them in pretend play contexts. In the school environment, many of these opportunities are pedagogically structured to stimulate changes in the child's knowledge. Therefore, we have to use play as an extremely effective pedagogical resource for Early Childhood Education. In this study, we sought to understand the teaching perspective regarding the role of make-believe games in the context of Early Childhood Education. Seven teachers from the municipal Early Childhood Education network of Lavras - MG participated. These teachers were interviewed using a semi-structured script via Google Meet or WhatsApp video call. The teaching narratives were treated using the technique of discursive and intersecting textual analysis, in order to better understand the role of pretend play in Early Childhood Education. The data obtained allowed a better understanding of some existing needs within schools in relation to playing. It was also possible to verify the need for teacher training focused on practice. This could result in teachers who are more confident about their performance and more qualified to teach children. |
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A brincadeira de faz de conta na educação infantil: a perspectiva docente em questãoThe play of pretending in early childhood education: the teaching perspectiveEl juego del fingir en la educación infantil: la perspectiva docente en cuestiónJogos simbólicosFormação docenteDesenvolvimento humanoRecurso pedagógicoSymbolic gamesTeacher educationHuman developmentPedagogical resourceJuegos de fantasíaFormación de profesoresDesarrollo humanoGames are directly linked to childhood and contribute to the integral development of the child. During Early Childhood Education, the child has the opportunity to explore and build artifacts, in addition to using them in pretend play contexts. In the school environment, many of these opportunities are pedagogically structured to stimulate changes in the child's knowledge. Therefore, we have to use play as an extremely effective pedagogical resource for Early Childhood Education. In this study, we sought to understand the teaching perspective regarding the role of make-believe games in the context of Early Childhood Education. Seven teachers from the municipal Early Childhood Education network of Lavras - MG participated. These teachers were interviewed using a semi-structured script via Google Meet or WhatsApp video call. The teaching narratives were treated using the technique of discursive and intersecting textual analysis, in order to better understand the role of pretend play in Early Childhood Education. The data obtained allowed a better understanding of some existing needs within schools in relation to playing. It was also possible to verify the need for teacher training focused on practice. This could result in teachers who are more confident about their performance and more qualified to teach children.As brincadeiras estão diretamente ligadas à infância e contribuem para o desenvolvimento integral da criança. Durante a Educação Infantil, a criança tem oportunidade de explorar e construir artefatos, além de usá-los em contextos de brincadeiras de faz de conta. No ambiente escolar, muitas dessas oportunidades são pedagogicamente estruturadas para estimular mudanças no conhecimento da criança. Portanto, temos a brincadeira como recurso pedagógico extremamente eficaz para a Educação Infantil. Nesse estudo, buscamos conhecer a perspectiva docente quanto ao papel das brincadeiras de faz de conta no contexto da Educação Infantil. Participaram sete professoras da rede municipal de Educação Infantil de Lavras - MG. Essas professoras foram entrevistadas a partir de um roteiro semiestruturado via Google Meet ou por chamada de vídeo do WhatsApp. As narrativas docentes foram tratadas por meio da técnica de análise textual discursiva e entrecruzadas, a fim de compreendermos melhor o papel do brincar de faz de conta na Educação Infantil. Os dados obtidos permitiram compreender melhor algumas necessidades existentes dentro das escolas em relação ao brincar. Também, foi possível constatar a necessidade de uma formação docente voltada para a prática, que poderia culminar em professores mais seguros quanto a sua atuação e um ensino mais qualificado para as crianças.CDRR Editors2023-01-31T18:48:37Z2023-01-31T18:48:37Z2022-12info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfSOUSA, V. A. C. et al. A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão. Research, Society and Development, Vargem Grande Paulista, v. 11, n. 17, e161111738991, 2022. DOI: 10.33448/rsd-v11i17.38991.http://repositorio.ufla.br/jspui/handle/1/55920Research, Society and Developmentreponame:Repositório Institucional da UFLAinstname:Universidade Federal de Lavras (UFLA)instacron:UFLAAttribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessSousa, Valeria Aparecida CostaOliveira, Vitor Pereira deFerreira, Lucio FernandesBruzi, Alessandro Teodoropor2023-05-02T10:57:17Zoai:localhost:1/55920Repositório InstitucionalPUBhttp://repositorio.ufla.br/oai/requestnivaldo@ufla.br || repositorio.biblioteca@ufla.bropendoar:2023-05-02T10:57:17Repositório Institucional da UFLA - Universidade Federal de Lavras (UFLA)false |
dc.title.none.fl_str_mv |
A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão The play of pretending in early childhood education: the teaching perspective El juego del fingir en la educación infantil: la perspectiva docente en cuestión |
title |
A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão |
spellingShingle |
A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão Sousa, Valeria Aparecida Costa Jogos simbólicos Formação docente Desenvolvimento humano Recurso pedagógico Symbolic games Teacher education Human development Pedagogical resource Juegos de fantasía Formación de profesores Desarrollo humano |
title_short |
A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão |
title_full |
A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão |
title_fullStr |
A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão |
title_full_unstemmed |
A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão |
title_sort |
A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão |
author |
Sousa, Valeria Aparecida Costa |
author_facet |
Sousa, Valeria Aparecida Costa Oliveira, Vitor Pereira de Ferreira, Lucio Fernandes Bruzi, Alessandro Teodoro |
author_role |
author |
author2 |
Oliveira, Vitor Pereira de Ferreira, Lucio Fernandes Bruzi, Alessandro Teodoro |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Sousa, Valeria Aparecida Costa Oliveira, Vitor Pereira de Ferreira, Lucio Fernandes Bruzi, Alessandro Teodoro |
dc.subject.por.fl_str_mv |
Jogos simbólicos Formação docente Desenvolvimento humano Recurso pedagógico Symbolic games Teacher education Human development Pedagogical resource Juegos de fantasía Formación de profesores Desarrollo humano |
topic |
Jogos simbólicos Formação docente Desenvolvimento humano Recurso pedagógico Symbolic games Teacher education Human development Pedagogical resource Juegos de fantasía Formación de profesores Desarrollo humano |
description |
Games are directly linked to childhood and contribute to the integral development of the child. During Early Childhood Education, the child has the opportunity to explore and build artifacts, in addition to using them in pretend play contexts. In the school environment, many of these opportunities are pedagogically structured to stimulate changes in the child's knowledge. Therefore, we have to use play as an extremely effective pedagogical resource for Early Childhood Education. In this study, we sought to understand the teaching perspective regarding the role of make-believe games in the context of Early Childhood Education. Seven teachers from the municipal Early Childhood Education network of Lavras - MG participated. These teachers were interviewed using a semi-structured script via Google Meet or WhatsApp video call. The teaching narratives were treated using the technique of discursive and intersecting textual analysis, in order to better understand the role of pretend play in Early Childhood Education. The data obtained allowed a better understanding of some existing needs within schools in relation to playing. It was also possible to verify the need for teacher training focused on practice. This could result in teachers who are more confident about their performance and more qualified to teach children. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12 2023-01-31T18:48:37Z 2023-01-31T18:48:37Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SOUSA, V. A. C. et al. A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão. Research, Society and Development, Vargem Grande Paulista, v. 11, n. 17, e161111738991, 2022. DOI: 10.33448/rsd-v11i17.38991. http://repositorio.ufla.br/jspui/handle/1/55920 |
identifier_str_mv |
SOUSA, V. A. C. et al. A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão. Research, Society and Development, Vargem Grande Paulista, v. 11, n. 17, e161111738991, 2022. DOI: 10.33448/rsd-v11i17.38991. |
url |
http://repositorio.ufla.br/jspui/handle/1/55920 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution 4.0 International http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution 4.0 International http://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
CDRR Editors |
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CDRR Editors |
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Research, Society and Development reponame:Repositório Institucional da UFLA instname:Universidade Federal de Lavras (UFLA) instacron:UFLA |
instname_str |
Universidade Federal de Lavras (UFLA) |
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UFLA |
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UFLA |
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Repositório Institucional da UFLA |
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Repositório Institucional da UFLA |
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Repositório Institucional da UFLA - Universidade Federal de Lavras (UFLA) |
repository.mail.fl_str_mv |
nivaldo@ufla.br || repositorio.biblioteca@ufla.br |
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