A REPRESENTAÇÃO CULTURAL NAS BRINCADEIRAS INFANTIS DE CRIANÇAS QUE VIVEM NO CAMPO, EM JI-PARANÁ/RO

• Autor(a) principal: Silva, Helen Maciel
• Data de Publicação: 2022
• Outros Autores: Machado Pacífico, Juracy, Pereira, Leiva Custódio
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1692
• topic: Niñez. Cultura. Identidad.; Childhood. Culture. Identity.; Infância. Cultura. Identidade.

The reflection presented in this text is part of a section of the research carried out during the Professional Master's degree in School Education, of the Graduate Program in School Education - Master and Professional Doctorate - PPGEEProf, completed in 2018. It was assumed that play is naturally present in childhood. Thus, we sought to observe the spontaneous play of children in the school environment and understand their cultural representation, whether they were and how they were considered in pedagogical practices with children aged four and five years. The research, with a qualitative approach, used participant observation for data collection, which was recorded in a logbook and photographic record. The observation was carried out in the mixed class of Preschool I and II, at the Municipal School of Early Childhood Education and Elementary School Professor Edson Lopes, located in the rural area in the municipality of Ji-Paraná/RO. The study was the class teacher and 16 children between four and five years of age. To analyze the data, we used the theoretical framework of Sociology of Childhood, having as main references Sarmento and Gouvea (2008), Abramowicz (2011), Faria and Finco (2011) and Corsaro (2011). The contributions of this area of study conceive the child as a subject, protagonist of history and socialization processes, pointing out the importance of children's interests in issues that directly affect them, that constitute culture, which produces culture and influence. The analysis shows that children's games are loaded with meaning and represent part of the children's daily experiences and that cultural practices are present inside and outside the community. On the other hand, the research showed that the teacher has not yet perceived the rich possibilities of observing children's cultures that can be considered in pedagogical practice with children. There is a need for continued training that guides the teaching gaze to the observation and listening of children.