A brincadeira e suas implicações no desenvolvimento infantil: recorte da experiência do Programa Trilhas Potiguares/UFRN
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/handle/123456789/42213 |
Resumo: | Contributing to the theme of "play, playfulness in early childhood education" is to extract options to better assist the physical, cognitive and emotional development of the child, besides adding to the improvement of the teacher's practice. Based on this principle, the objective of this paper was to explain from a theoretical, didactic-pedagogical and methodological point of view the role that playing should and must take place in the teaching-learning relationship, taking as a reference the UFRN Trails Potiguares Program (Programa Trilhas Potiguares). In this program, lectures were held with teachers of pre-school education in the city of Martins / RN. It is based on the following theoretical references: Kishimoto (1994), Vygotsky (1998), Piaget (1975), RCNEI (BRASIL 1998), among others. Playing is present in the identity of all infancy, and should not be seen only as a pastime, especially by the teachers themselves. They should contribute in a way that the playful moment is also a place of learning, aiding in the integral development of the children. On this account the playing as a game, the act of playing is of a paramount importance for the development of the individual, being cognitively, affectively, the child by playing appropriates the world that surrounds him or her. Playing is a right of the child, as well as several other rights already conquered, and it must be seen as such. Therefore, no one better than the teacher, who has the task of educating, building that being in formation, appropriates playing as an identity of childhood and integral form of child development. Thus, this paper aims to contribute to the reflection about the role that playing should take place in education, concuring to the development of children and the pedagogical practices of teachers in early childhood education |
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Lima, Flaviana Santos deRamalho, Ivone Priscilla de CastroVieira, Giane BezerraAraújo, Jacyene Melo de Oliveira2017-03-21T22:24:42Z2021-10-05T14:46:11Z2017-03-21T22:24:42Z2021-10-05T14:46:11Z2016-12-062013032542LIMA, Flaviana Santos de. A brincadeira e suas implicações no desenvolvimento infantil: recorte da experiência do programa Trilhas Potiguares/UFRN.2016. 36 f. Trabalho de Conclusão de Curso (Graduação em Pedagogia), Departamento de Fundamentos e Políticas da Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016.https://repositorio.ufrn.br/handle/123456789/42213Contributing to the theme of "play, playfulness in early childhood education" is to extract options to better assist the physical, cognitive and emotional development of the child, besides adding to the improvement of the teacher's practice. Based on this principle, the objective of this paper was to explain from a theoretical, didactic-pedagogical and methodological point of view the role that playing should and must take place in the teaching-learning relationship, taking as a reference the UFRN Trails Potiguares Program (Programa Trilhas Potiguares). In this program, lectures were held with teachers of pre-school education in the city of Martins / RN. It is based on the following theoretical references: Kishimoto (1994), Vygotsky (1998), Piaget (1975), RCNEI (BRASIL 1998), among others. Playing is present in the identity of all infancy, and should not be seen only as a pastime, especially by the teachers themselves. They should contribute in a way that the playful moment is also a place of learning, aiding in the integral development of the children. On this account the playing as a game, the act of playing is of a paramount importance for the development of the individual, being cognitively, affectively, the child by playing appropriates the world that surrounds him or her. Playing is a right of the child, as well as several other rights already conquered, and it must be seen as such. Therefore, no one better than the teacher, who has the task of educating, building that being in formation, appropriates playing as an identity of childhood and integral form of child development. Thus, this paper aims to contribute to the reflection about the role that playing should take place in education, concuring to the development of children and the pedagogical practices of teachers in early childhood educationContribuir sobre o tema “brincadeira, o lúdico na educação infantil” é extrair opções de auxiliar melhor o desenvolvimento físico, cognitivo e emocional da criança, além de somar na melhora da prática do professor. Partindo deste princípio o trabalho teve como objetivo explicitar do ponto de vista teórico, didático- pedagógico e metodológico o papel que a brincadeira deve e pode ocupar na relação de ensino – aprendizagem, tomando-se como referência o Programa Trilhas Potiguares da UFRN. Neste programa foram realizadas palestras com os professores da educação infantil das escolas da prefeitura do município de Martins/RN. Tem como fundamento os seguintes referenciais teóricos: Kishimoto (1994), Vygotsky (1998), Piaget (1975), RCNEI (BRASIL 1998), dentre outros. O brincar está presente na identidade de toda infância, e não deve ser vista apenas como um passatempo, principalmente pelos próprios professores. Os mesmos devem contribuir de forma que o momento lúdico seja também espaço de aprendizagem, auxiliando no desenvolvimento integral das crianças. Pois a brincadeira, o ato de brincar é de suma importância para o desenvolver do indivíduo, seja cognitivamente, afetivamente, a criança no brincar apropria-se do mundo que a cerca. O brincar é direito da criança, assim como vários outros direitos já conquistados, e precisa ser visto como tal. Por tanto nada melhor que o professor, que tem a tarefa de educar, construir aquele ser em formação, se aproprie do brincar como identidade da infância e forma integral do desenvolvimento da criança. Portanto o trabalho visa contribuir com a reflexão acerca do papel que a brincadeira deve ocupar na educação, contribuindo no desenvolvimento infantil e nas práticas pedagógicas dos professores da educação infantilUniversidade Federal do Rio Grande do NorteUFRNBrasilPedagogia PresencialBrincadeiraLúdicoDesenvolvimento InfantilPlayingPlayfulChild DevelopmentCiências HumanasA brincadeira e suas implicações no desenvolvimento infantil: recorte da experiência do Programa Trilhas Potiguares/UFRNinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNTEXTA brincadeira e suas implicações no desenvolvimento infantil_Monografia_2016.pdf.txtExtracted texttext/plain56805https://repositorio.ufrn.br/bitstream/123456789/42213/1/A%20brincadeira%20e%20suas%20implica%c3%a7%c3%b5es%20no%20desenvolvimento%20infantil_Monografia_2016.pdf.txtb52e02ac1834b8ed7a9e356d45ba4bb0MD51ORIGINALA brincadeira e suas implicações no desenvolvimento infantil_Monografia_2016.pdfapplication/pdf894792https://repositorio.ufrn.br/bitstream/123456789/42213/2/A%20brincadeira%20e%20suas%20implica%c3%a7%c3%b5es%20no%20desenvolvimento%20infantil_Monografia_2016.pdf12e3433832b12852efcd9769d30929eaMD52LICENSElicense.txttext/plain756https://repositorio.ufrn.br/bitstream/123456789/42213/3/license.txta80a9cda2756d355b388cc443c3d8a43MD53123456789/422132021-10-05 11:46:11.081oai:https://repositorio.ufrn.br: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ório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2021-10-05T14:46:11Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.pr_BR.fl_str_mv |
A brincadeira e suas implicações no desenvolvimento infantil: recorte da experiência do Programa Trilhas Potiguares/UFRN |
title |
A brincadeira e suas implicações no desenvolvimento infantil: recorte da experiência do Programa Trilhas Potiguares/UFRN |
spellingShingle |
A brincadeira e suas implicações no desenvolvimento infantil: recorte da experiência do Programa Trilhas Potiguares/UFRN Lima, Flaviana Santos de Brincadeira Lúdico Desenvolvimento Infantil Playing Playful Child Development Ciências Humanas |
title_short |
A brincadeira e suas implicações no desenvolvimento infantil: recorte da experiência do Programa Trilhas Potiguares/UFRN |
title_full |
A brincadeira e suas implicações no desenvolvimento infantil: recorte da experiência do Programa Trilhas Potiguares/UFRN |
title_fullStr |
A brincadeira e suas implicações no desenvolvimento infantil: recorte da experiência do Programa Trilhas Potiguares/UFRN |
title_full_unstemmed |
A brincadeira e suas implicações no desenvolvimento infantil: recorte da experiência do Programa Trilhas Potiguares/UFRN |
title_sort |
A brincadeira e suas implicações no desenvolvimento infantil: recorte da experiência do Programa Trilhas Potiguares/UFRN |
author |
Lima, Flaviana Santos de |
author_facet |
Lima, Flaviana Santos de |
author_role |
author |
dc.contributor.referees1.none.fl_str_mv |
Ramalho, Ivone Priscilla de Castro |
dc.contributor.referees2.none.fl_str_mv |
Vieira, Giane Bezerra |
dc.contributor.author.fl_str_mv |
Lima, Flaviana Santos de |
dc.contributor.advisor1.fl_str_mv |
Araújo, Jacyene Melo de Oliveira |
contributor_str_mv |
Araújo, Jacyene Melo de Oliveira |
dc.subject.pr_BR.fl_str_mv |
Brincadeira Lúdico Desenvolvimento Infantil Playing Playful Child Development |
topic |
Brincadeira Lúdico Desenvolvimento Infantil Playing Playful Child Development Ciências Humanas |
dc.subject.cnpq.fl_str_mv |
Ciências Humanas |
description |
Contributing to the theme of "play, playfulness in early childhood education" is to extract options to better assist the physical, cognitive and emotional development of the child, besides adding to the improvement of the teacher's practice. Based on this principle, the objective of this paper was to explain from a theoretical, didactic-pedagogical and methodological point of view the role that playing should and must take place in the teaching-learning relationship, taking as a reference the UFRN Trails Potiguares Program (Programa Trilhas Potiguares). In this program, lectures were held with teachers of pre-school education in the city of Martins / RN. It is based on the following theoretical references: Kishimoto (1994), Vygotsky (1998), Piaget (1975), RCNEI (BRASIL 1998), among others. Playing is present in the identity of all infancy, and should not be seen only as a pastime, especially by the teachers themselves. They should contribute in a way that the playful moment is also a place of learning, aiding in the integral development of the children. On this account the playing as a game, the act of playing is of a paramount importance for the development of the individual, being cognitively, affectively, the child by playing appropriates the world that surrounds him or her. Playing is a right of the child, as well as several other rights already conquered, and it must be seen as such. Therefore, no one better than the teacher, who has the task of educating, building that being in formation, appropriates playing as an identity of childhood and integral form of child development. Thus, this paper aims to contribute to the reflection about the role that playing should take place in education, concuring to the development of children and the pedagogical practices of teachers in early childhood education |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-12-06 |
dc.date.accessioned.fl_str_mv |
2017-03-21T22:24:42Z 2021-10-05T14:46:11Z |
dc.date.available.fl_str_mv |
2017-03-21T22:24:42Z 2021-10-05T14:46:11Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/bachelorThesis |
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bachelorThesis |
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publishedVersion |
dc.identifier.pr_BR.fl_str_mv |
2013032542 |
dc.identifier.citation.fl_str_mv |
LIMA, Flaviana Santos de. A brincadeira e suas implicações no desenvolvimento infantil: recorte da experiência do programa Trilhas Potiguares/UFRN.2016. 36 f. Trabalho de Conclusão de Curso (Graduação em Pedagogia), Departamento de Fundamentos e Políticas da Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/handle/123456789/42213 |
identifier_str_mv |
2013032542 LIMA, Flaviana Santos de. A brincadeira e suas implicações no desenvolvimento infantil: recorte da experiência do programa Trilhas Potiguares/UFRN.2016. 36 f. Trabalho de Conclusão de Curso (Graduação em Pedagogia), Departamento de Fundamentos e Políticas da Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016. |
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Brasil |
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Pedagogia Presencial |
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Universidade Federal do Rio Grande do Norte |
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