A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão

Detalhes bibliográficos
Autor(a) principal: Sousa, Valeria Aparecida Costa
Data de Publicação: 2022
Outros Autores: Oliveira, Vitor Pereira de, Ferreira, Lucio Fernandes, Bruzi, Alessandro Teodoro
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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spelling 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
publisher.none.fl_str_mv CDRR Editors
dc.source.none.fl_str_mv 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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reponame_str Repositório Institucional da UFLA
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repository.name.fl_str_mv Repositório Institucional da UFLA - Universidade Federal de Lavras (UFLA)
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