A INFÂNCIA, O BRINCAR E A CULTURA ESCOLAR NA PRÉ-ESCOLA: um estudo da prática lúdica na Unidade de Educação Básica Mary Serrão Ewerton, em São Luís/MA
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFMA |
Texto Completo: | https://tedebc.ufma.br/jspui/handle/tede/tede/3850 |
Resumo: | This research is about the interweaving of threads with playful perspectives that emphasize the cultures of childhood and play in the playful practices of a public preschool in the rural area of São Luís, MA. The research came from the following problem: How to weave the threads of playful perspectives in the school culture of young children belonging to the public municipal network in the rural area of São Luís, MA, prioritizing the culture of childhood and play in the educators' playful practices, in order to elaborate a Pedagogical Guidelines Booklet that emphasizes play as a specific language of childhood? In view of this concern, the following guiding questions arose: what are the theoretical and methodological conceptions that guide the playful practices of Kindergarten I and II educators? In what playful situations, play and games can establish relationships between the dimensions of being a child and living childhood? How can a formative meeting be organized with the educators in order to prioritize the play in the ludic practices? How can the researcher, in partnership with the educators at the Mary Serrão Ewerton Basic Education Unit, prepare a Pedagogical Guidance Booklet with games, toys, and games that prioritize the knowledge of children as something proper to the school culture? Through these questions, the general objective of this research was to interweave the threads of playful perspectives in the school culture of young children belonging to the municipal public network in the rural area of São Luís-MA, prioritizing the culture of childhood and play in the educators' playful practices, with a view to preparing a Pedagogical Guidance Booklet that emphasizes play as a specific language of childhood. As an unfolding, the following specific objectives were established To verify the theoretical and methodological conceptions that guide the playful practices of Kindergarten I and II educators; to understand in which playful situations the game, the toy and the game could establish relations between the dimensions of being a child and living childhood; to carry out formative meetings with the educators in order to prioritize the play in playful practices; to elaborate, in collaboration with the educators, a Pedagogical Guidelines Handbook with games, toys and games that emphasize the knowledge of children as something proper to school culture. To give theoretical basis to this research, scholars and researchers in the area were revisited, such as: Ariès (2019), Kuhlmann Junior (2015), Freitas (2007), Faria (2007; 2011), Quinteiro (2002), Corsaro (2011), Brougère (2010), Kishimoto (2011), Friedmann (2012), among others. As methodology, the state-of-the-art literature review and the pedagogical intervention were used, with a qualitative focus; from the point of view of the objectives, it was classified as exploratory research. The research subjects were four preschool educators and one manager. The data production tools used were: participant observation of the pedagogical work routine of each educator in the planning group and in the class where she works, and semi-structured interviews with the school manager and four educators. The data analysis technique used was content analysis. During the research, a subtle tension was observed between the educators' understanding of the need to play and the parents' demand that they teach the so-called school contents. However, the practice of play stands out from this tension between childhood culture and school culture in the investigated institution, because the teachers' actions revealed the importance of and priority for play in educational activities. Thus, the expectation is that the findings can serve as indicators for the improvement of teaching actions, considering children as active, historical and subjects of rights, social actors who produce culture in interactions. |
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MELO, José Carlos dehttp://lattes.cnpq.br/1282285394690979MELO, José Carlos dehttp://lattes.cnpq.br/1282285394690979CANAVIEIRA, Fabiana Oliveirahttp://lattes.cnpq.br/4194349333592162RAMOS, Tacyana Karla Gomeshttp://lattes.cnpq.br/8613836191193344VITURIANO, Hercília Maria de Mourahttp://lattes.cnpq.br/3111752076395554SOUSA, Celita Maria Paes dehttp://lattes.cnpq.br/4919699202327083http://lattes.cnpq.br/4351538750353897GUTERRES, Ione da Silva2022-07-13T13:20:01Z2022-04-04GUTERRES, Ione da Silva. A infância, o brincar e a cultura escolar na pré-escola: um estudo da prática lúdica na Unidade de Educação Básica Mary Serrão Ewerton, em São Luís/MA. 2022. 234 f. Dissertação( Programa de Pós-Graduação em Gestão de Ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís, 2022.https://tedebc.ufma.br/jspui/handle/tede/tede/3850This research is about the interweaving of threads with playful perspectives that emphasize the cultures of childhood and play in the playful practices of a public preschool in the rural area of São Luís, MA. The research came from the following problem: How to weave the threads of playful perspectives in the school culture of young children belonging to the public municipal network in the rural area of São Luís, MA, prioritizing the culture of childhood and play in the educators' playful practices, in order to elaborate a Pedagogical Guidelines Booklet that emphasizes play as a specific language of childhood? In view of this concern, the following guiding questions arose: what are the theoretical and methodological conceptions that guide the playful practices of Kindergarten I and II educators? In what playful situations, play and games can establish relationships between the dimensions of being a child and living childhood? How can a formative meeting be organized with the educators in order to prioritize the play in the ludic practices? How can the researcher, in partnership with the educators at the Mary Serrão Ewerton Basic Education Unit, prepare a Pedagogical Guidance Booklet with games, toys, and games that prioritize the knowledge of children as something proper to the school culture? Through these questions, the general objective of this research was to interweave the threads of playful perspectives in the school culture of young children belonging to the municipal public network in the rural area of São Luís-MA, prioritizing the culture of childhood and play in the educators' playful practices, with a view to preparing a Pedagogical Guidance Booklet that emphasizes play as a specific language of childhood. As an unfolding, the following specific objectives were established To verify the theoretical and methodological conceptions that guide the playful practices of Kindergarten I and II educators; to understand in which playful situations the game, the toy and the game could establish relations between the dimensions of being a child and living childhood; to carry out formative meetings with the educators in order to prioritize the play in playful practices; to elaborate, in collaboration with the educators, a Pedagogical Guidelines Handbook with games, toys and games that emphasize the knowledge of children as something proper to school culture. To give theoretical basis to this research, scholars and researchers in the area were revisited, such as: Ariès (2019), Kuhlmann Junior (2015), Freitas (2007), Faria (2007; 2011), Quinteiro (2002), Corsaro (2011), Brougère (2010), Kishimoto (2011), Friedmann (2012), among others. As methodology, the state-of-the-art literature review and the pedagogical intervention were used, with a qualitative focus; from the point of view of the objectives, it was classified as exploratory research. The research subjects were four preschool educators and one manager. The data production tools used were: participant observation of the pedagogical work routine of each educator in the planning group and in the class where she works, and semi-structured interviews with the school manager and four educators. The data analysis technique used was content analysis. During the research, a subtle tension was observed between the educators' understanding of the need to play and the parents' demand that they teach the so-called school contents. However, the practice of play stands out from this tension between childhood culture and school culture in the investigated institution, because the teachers' actions revealed the importance of and priority for play in educational activities. Thus, the expectation is that the findings can serve as indicators for the improvement of teaching actions, considering children as active, historical and subjects of rights, social actors who produce culture in interactions.Esta pesquisa versou sobre o entretecimento de fios com perspectivas lúdicas que enfatizam as culturas da infância e do brincar nas práticas lúdicas de uma pré-escola pública da zona rural de São Luís-MA. A investigação partiu da seguinte problemática: Como entretecer os fios de perspectivas lúdicas na cultura escolar de crianças pequenas pertencentes à rede pública municipal da zona rural de São Luís-MA, priorizando a cultura da infância e do brincar nas práticas lúdicas das educadoras, com vistas à elaboração de um Caderno de Orientações Pedagógicas que enfatize o brincar enquanto linguagem específica da infância? Tendo em vista inquietação, surgiram estas questões norteadoras: quais as concepções teórico-metodológicas que orientam as práticas lúdicas das educadoras do Infantil I e II? Em quais situações lúdicas, o jogo, o brinquedo e a brincadeira poderão estabelecer relações entre as dimensões do ser criança e viver a infância? De que forma pode ser organizado um encontro formativo com as educadoras, a fim de que priorize o brincar nas práticas lúdicas? Como a pesquisadora poderá elaborar, em parceria com as educadoras da Unidade de Educação Básica Mary Serrão Ewerton, um Caderno de Orientações Pedagógicas com jogos, brinquedos e brincadeiras que privilegie os saberes das crianças como algo próprio da cultura escolar? Por meio dessas indagações, surgiu o objetivo geral da pesquisa que consiste em entretecer os fios de perspectivas lúdicas na cultura escolar de crianças pequenas pertencentes à rede pública municipal da zona rural de São Luís- MA, priorizando a cultura da infância e do brincar nas práticas lúdicas das educadoras, com vistas à elaboração de um Caderno de Orientações Pedagógicas que enfatize o brincar enquanto linguagem específica da infância. Como desdobramento, estabeleceram-se os seguintes objetivos específicos: verificar as concepções teórico- metodológicas que orientam as práticas lúdicas das educadoras do Infantil I e II; compreender em quais situações lúdicas, o jogo, o brinquedo e a brincadeira poderão estabelecer relações entre as dimensões do ser criança e viver a infância; realizar encontros formativos com as educadoras, a fim de que priorizem o brincar nas práticas lúdicas; elaborar, em colaboração com as educadoras, um Caderno de Orientações Pedagógicas com jogos, brinquedos e brincadeiras que privilegie os saberes das crianças como algo próprio da cultura escolar. Para dar fundamentação teórica a esta investigação, foram revisitados estudiosos e pesquisadores da área, como: Ariès (2019), Kuhlmann Junior (2015), Freitas (2007), Faria (2007; 2011), Quinteiro (2002), Corsaro (2011), Brougère (2010), Kishimoto (2011), Friedmann (2012), dentre outros. Como metodologia, foram utilizadas a revisão de literatura do tipo estado da arte e a intervenção pedagógica, com enfoque qualitativo; do ponto de vista dos objetivos, foi classificada como pesquisa exploratória. Os sujeitos da pesquisa foram quatro educadoras da pré-escola e uma gestora. Os instrumentos de produção de dados utilizados foram: observação participante da rotina do trabalho pedagógico de cada educadora no grupo de planejamento e na turma em que atua e entrevista semiestruturada com a gestora escolar e quatro educadoras. A técnica de análise dos dados utilizada foi a de conteúdo. No decorrer da pesquisa, foi observada uma sutil tensão entre a compreensão das educadoras com relação à necessidade do brincar e a exigência imposta pelos pais de que essas ensinem os chamados conteúdos escolares. Contudo, a prática lúdica sobressai-se a essa tensão entre a cultura infantil e a cultura escolar na instituição investigada, pois nas ações docentes foi revelada a importância e a prioridade para o brincar nas atividades educativas. Dessa forma, a expectativa é que os achados possam servir como indicadores para a melhoria da ação docente, considerando as crianças como sujeitos ativos, históricos e de direitos, atores sociais que nas interações produzem cultura.Submitted by Maria Aparecida (cidazen@gmail.com) on 2022-07-13T13:20:01Z No. of bitstreams: 1 Ione da Silva Guterres.pdf: 21290884 bytes, checksum: f743c6f88a4ffcf3d83d4fb6525336a7 (MD5)Made available in DSpace on 2022-07-13T13:20:01Z (GMT). No. of bitstreams: 1 Ione da Silva Guterres.pdf: 21290884 bytes, checksum: f743c6f88a4ffcf3d83d4fb6525336a7 (MD5) Previous issue date: 2022-04-04application/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICAUFMABrasilDEPARTAMENTO DE EDUCAÇÃO II/CCSOBrincar;Educação Infantil;Práticas Lúdicas;Zona RuralPlay; Rural ZoneEarly Childhood Education;Playful Practices;Antropologia EducacionalA INFÂNCIA, O BRINCAR E A CULTURA ESCOLAR NA PRÉ-ESCOLA: um estudo da prática lúdica na Unidade de Educação Básica Mary Serrão Ewerton, em São Luís/MAINFANCY, PLAY AND SCHOOL CULTURE IN THE PRE-SCHOOL: a study of the ludic practice in the Basic Education Unit Mary Serrão Ewerton,in São Luís/MAinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALIone da Silva Guterres.pdfIone da Silva Guterres.pdfapplication/pdf21290884http://tedebc.ufma.br:8080/bitstream/tede/3850/2/Ione+da+Silva+Guterres.pdff743c6f88a4ffcf3d83d4fb6525336a7MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/3850/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/38502022-07-13 10:20:01.825oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312022-07-13T13:20:01Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
A INFÂNCIA, O BRINCAR E A CULTURA ESCOLAR NA PRÉ-ESCOLA: um estudo da prática lúdica na Unidade de Educação Básica Mary Serrão Ewerton, em São Luís/MA |
dc.title.alternative.eng.fl_str_mv |
INFANCY, PLAY AND SCHOOL CULTURE IN THE PRE-SCHOOL: a study of the ludic practice in the Basic Education Unit Mary Serrão Ewerton,in São Luís/MA |
title |
A INFÂNCIA, O BRINCAR E A CULTURA ESCOLAR NA PRÉ-ESCOLA: um estudo da prática lúdica na Unidade de Educação Básica Mary Serrão Ewerton, em São Luís/MA |
spellingShingle |
A INFÂNCIA, O BRINCAR E A CULTURA ESCOLAR NA PRÉ-ESCOLA: um estudo da prática lúdica na Unidade de Educação Básica Mary Serrão Ewerton, em São Luís/MA GUTERRES, Ione da Silva Brincar; Educação Infantil; Práticas Lúdicas; Zona Rural Play; Rural Zone Early Childhood Education; Playful Practices; Antropologia Educacional |
title_short |
A INFÂNCIA, O BRINCAR E A CULTURA ESCOLAR NA PRÉ-ESCOLA: um estudo da prática lúdica na Unidade de Educação Básica Mary Serrão Ewerton, em São Luís/MA |
title_full |
A INFÂNCIA, O BRINCAR E A CULTURA ESCOLAR NA PRÉ-ESCOLA: um estudo da prática lúdica na Unidade de Educação Básica Mary Serrão Ewerton, em São Luís/MA |
title_fullStr |
A INFÂNCIA, O BRINCAR E A CULTURA ESCOLAR NA PRÉ-ESCOLA: um estudo da prática lúdica na Unidade de Educação Básica Mary Serrão Ewerton, em São Luís/MA |
title_full_unstemmed |
A INFÂNCIA, O BRINCAR E A CULTURA ESCOLAR NA PRÉ-ESCOLA: um estudo da prática lúdica na Unidade de Educação Básica Mary Serrão Ewerton, em São Luís/MA |
title_sort |
A INFÂNCIA, O BRINCAR E A CULTURA ESCOLAR NA PRÉ-ESCOLA: um estudo da prática lúdica na Unidade de Educação Básica Mary Serrão Ewerton, em São Luís/MA |
author |
GUTERRES, Ione da Silva |
author_facet |
GUTERRES, Ione da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
MELO, José Carlos de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1282285394690979 |
dc.contributor.referee1.fl_str_mv |
MELO, José Carlos de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1282285394690979 |
dc.contributor.referee2.fl_str_mv |
CANAVIEIRA, Fabiana Oliveira |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4194349333592162 |
dc.contributor.referee3.fl_str_mv |
RAMOS, Tacyana Karla Gomes |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/8613836191193344 |
dc.contributor.referee4.fl_str_mv |
VITURIANO, Hercília Maria de Moura |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/3111752076395554 |
dc.contributor.referee5.fl_str_mv |
SOUSA, Celita Maria Paes de |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/4919699202327083 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4351538750353897 |
dc.contributor.author.fl_str_mv |
GUTERRES, Ione da Silva |
contributor_str_mv |
MELO, José Carlos de MELO, José Carlos de CANAVIEIRA, Fabiana Oliveira RAMOS, Tacyana Karla Gomes VITURIANO, Hercília Maria de Moura SOUSA, Celita Maria Paes de |
dc.subject.por.fl_str_mv |
Brincar; Educação Infantil; Práticas Lúdicas; Zona Rural |
topic |
Brincar; Educação Infantil; Práticas Lúdicas; Zona Rural Play; Rural Zone Early Childhood Education; Playful Practices; Antropologia Educacional |
dc.subject.eng.fl_str_mv |
Play; Rural Zone Early Childhood Education; Playful Practices; |
dc.subject.cnpq.fl_str_mv |
Antropologia Educacional |
description |
This research is about the interweaving of threads with playful perspectives that emphasize the cultures of childhood and play in the playful practices of a public preschool in the rural area of São Luís, MA. The research came from the following problem: How to weave the threads of playful perspectives in the school culture of young children belonging to the public municipal network in the rural area of São Luís, MA, prioritizing the culture of childhood and play in the educators' playful practices, in order to elaborate a Pedagogical Guidelines Booklet that emphasizes play as a specific language of childhood? In view of this concern, the following guiding questions arose: what are the theoretical and methodological conceptions that guide the playful practices of Kindergarten I and II educators? In what playful situations, play and games can establish relationships between the dimensions of being a child and living childhood? How can a formative meeting be organized with the educators in order to prioritize the play in the ludic practices? How can the researcher, in partnership with the educators at the Mary Serrão Ewerton Basic Education Unit, prepare a Pedagogical Guidance Booklet with games, toys, and games that prioritize the knowledge of children as something proper to the school culture? Through these questions, the general objective of this research was to interweave the threads of playful perspectives in the school culture of young children belonging to the municipal public network in the rural area of São Luís-MA, prioritizing the culture of childhood and play in the educators' playful practices, with a view to preparing a Pedagogical Guidance Booklet that emphasizes play as a specific language of childhood. As an unfolding, the following specific objectives were established To verify the theoretical and methodological conceptions that guide the playful practices of Kindergarten I and II educators; to understand in which playful situations the game, the toy and the game could establish relations between the dimensions of being a child and living childhood; to carry out formative meetings with the educators in order to prioritize the play in playful practices; to elaborate, in collaboration with the educators, a Pedagogical Guidelines Handbook with games, toys and games that emphasize the knowledge of children as something proper to school culture. To give theoretical basis to this research, scholars and researchers in the area were revisited, such as: Ariès (2019), Kuhlmann Junior (2015), Freitas (2007), Faria (2007; 2011), Quinteiro (2002), Corsaro (2011), Brougère (2010), Kishimoto (2011), Friedmann (2012), among others. As methodology, the state-of-the-art literature review and the pedagogical intervention were used, with a qualitative focus; from the point of view of the objectives, it was classified as exploratory research. The research subjects were four preschool educators and one manager. The data production tools used were: participant observation of the pedagogical work routine of each educator in the planning group and in the class where she works, and semi-structured interviews with the school manager and four educators. The data analysis technique used was content analysis. During the research, a subtle tension was observed between the educators' understanding of the need to play and the parents' demand that they teach the so-called school contents. However, the practice of play stands out from this tension between childhood culture and school culture in the investigated institution, because the teachers' actions revealed the importance of and priority for play in educational activities. Thus, the expectation is that the findings can serve as indicators for the improvement of teaching actions, considering children as active, historical and subjects of rights, social actors who produce culture in interactions. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-07-13T13:20:01Z |
dc.date.issued.fl_str_mv |
2022-04-04 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
GUTERRES, Ione da Silva. A infância, o brincar e a cultura escolar na pré-escola: um estudo da prática lúdica na Unidade de Educação Básica Mary Serrão Ewerton, em São Luís/MA. 2022. 234 f. Dissertação( Programa de Pós-Graduação em Gestão de Ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís, 2022. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/3850 |
identifier_str_mv |
GUTERRES, Ione da Silva. A infância, o brincar e a cultura escolar na pré-escola: um estudo da prática lúdica na Unidade de Educação Básica Mary Serrão Ewerton, em São Luís/MA. 2022. 234 f. Dissertação( Programa de Pós-Graduação em Gestão de Ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís, 2022. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/3850 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
dc.publisher.program.fl_str_mv |
PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA |
dc.publisher.initials.fl_str_mv |
UFMA |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO |
publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFMA instname:Universidade Federal do Maranhão (UFMA) instacron:UFMA |
instname_str |
Universidade Federal do Maranhão (UFMA) |
instacron_str |
UFMA |
institution |
UFMA |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFMA |
collection |
Biblioteca Digital de Teses e Dissertações da UFMA |
bitstream.url.fl_str_mv |
http://tedebc.ufma.br:8080/bitstream/tede/3850/2/Ione+da+Silva+Guterres.pdf http://tedebc.ufma.br:8080/bitstream/tede/3850/1/license.txt |
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MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA) |
repository.mail.fl_str_mv |
repositorio@ufma.br||repositorio@ufma.br |
_version_ |
1809926203949187072 |