O brincar na educação infantil e nas práticas de professoras
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo de conferência |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/16543 http://dx.doi.org/10.29380/2021.15.01.20 |
Resumo: | In addition to being a right, playing is the language by which children produce culture. In this way, the proposals in early childhood education institutions should be guided by the axes interactions and games, aiming at children integral development In this perspective, this work is an excerpt from graduation research from the Graduate Program in Education at the Federal University of Campina Grande-PB Brazil, whose object is the act of playing in early childhood education. For this discussion, we bring the playing in two early childhood education institutions from the town of Lagoa Seca-PB. It is a qualitative research whose procedures are observation and semi-structured interview. For data analysis, we use the Nuclei of Signification method. The research pointed out that in the institutions of early childhood education investigated, the times for playing are regulated. The time for free playing amongst children in the external areas of the institutions is around thirty minutes. In classrooms, playing has the function of taking care of children's free time and complementing child development, and for the on geometric, mathematical and written languages. We also noticed an apparent lack of knowledge on the part of teachers concerning playing as cultural production. |
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Reis, Janice Anacleto Pereira dos2022-10-07T23:52:38Z2022-10-07T23:52:38Z2021-091982-3657http://ri.ufs.br/jspui/handle/riufs/16543Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es).http://dx.doi.org/10.29380/2021.15.01.20In addition to being a right, playing is the language by which children produce culture. In this way, the proposals in early childhood education institutions should be guided by the axes interactions and games, aiming at children integral development In this perspective, this work is an excerpt from graduation research from the Graduate Program in Education at the Federal University of Campina Grande-PB Brazil, whose object is the act of playing in early childhood education. For this discussion, we bring the playing in two early childhood education institutions from the town of Lagoa Seca-PB. It is a qualitative research whose procedures are observation and semi-structured interview. For data analysis, we use the Nuclei of Signification method. The research pointed out that in the institutions of early childhood education investigated, the times for playing are regulated. The time for free playing amongst children in the external areas of the institutions is around thirty minutes. In classrooms, playing has the function of taking care of children's free time and complementing child development, and for the on geometric, mathematical and written languages. We also noticed an apparent lack of knowledge on the part of teachers concerning playing as cultural production.Brincar além de direito da criança é linguagem pela, a qual, ela produz cultura. Desta forma, as propostas nas instituições de educação infantil devem ser norteadas pelos eixos as interações e brincadeiras, com objetivo de desenvolvimento integral da criança. Nessa perspectiva, este trabalho é recorte de uma pesquisa de mestrado do Programa de Pós Graduação em Educação da Universidade Federal de Campina Grande-PB, realizada entre os anos de 2017 e 2019, que teve por objeto o brincar na educação infantil. Para essa discussão, trazemos o brincar em duas instituições de educação infantil, no município de Lagoa Seca-PB. Trata-se de uma pesquisa qualitativa, cujos procedimentos são a observação e a entrevista semiestruturada. Para análise dos dados, nos valemos do método Núcleos de Significação. A pesquisa apontou que o brincar é regulado nas instituições de educação infantil investigadas. Cerca de trinta minutos é o tempo permitido para as brincadeiras mais livres entre as crianças, nas áreas externas das instituições. Nas salas, o brincar tem por função o desenvolvimento infantil e das linguagens matemática e escrita. Notamos ainda, um aparente desconhecimento por parte das professoras do brincar como produção cultural.São CristóvãoporGrupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON)Anais do XV Colóquio Internacional Educação e ContemporaneidadeBrincarEducação infantilPrática pedagógicaPlayingEarly childhood educationPedagogical practiceO brincar na educação infantil e nas práticas de professorasPlaying in early childhood education and teacher practicesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/16543/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALBrincarEducacaoInfantilPraticasProfessoras.pdfBrincarEducacaoInfantilPraticasProfessoras.pdfapplication/pdf156803https://ri.ufs.br/jspui/bitstream/riufs/16543/2/BrincarEducacaoInfantilPraticasProfessoras.pdf8fe58dd2d52d9d264a69fcb4e33ba749MD52TEXTBrincarEducacaoInfantilPraticasProfessoras.pdf.txtBrincarEducacaoInfantilPraticasProfessoras.pdf.txtExtracted texttext/plain53270https://ri.ufs.br/jspui/bitstream/riufs/16543/3/BrincarEducacaoInfantilPraticasProfessoras.pdf.txt545b2268967ab16711011be774867559MD53THUMBNAILBrincarEducacaoInfantilPraticasProfessoras.pdf.jpgBrincarEducacaoInfantilPraticasProfessoras.pdf.jpgGenerated Thumbnailimage/jpeg2372https://ri.ufs.br/jspui/bitstream/riufs/16543/4/BrincarEducacaoInfantilPraticasProfessoras.pdf.jpg48a3ea44c0b67be23c11e677e44d014bMD54riufs/165432022-10-07 20:52:39.177oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-10-07T23:52:39Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
O brincar na educação infantil e nas práticas de professoras |
dc.title.alternative.por.fl_str_mv |
Playing in early childhood education and teacher practices |
title |
O brincar na educação infantil e nas práticas de professoras |
spellingShingle |
O brincar na educação infantil e nas práticas de professoras Reis, Janice Anacleto Pereira dos Brincar Educação infantil Prática pedagógica Playing Early childhood education Pedagogical practice |
title_short |
O brincar na educação infantil e nas práticas de professoras |
title_full |
O brincar na educação infantil e nas práticas de professoras |
title_fullStr |
O brincar na educação infantil e nas práticas de professoras |
title_full_unstemmed |
O brincar na educação infantil e nas práticas de professoras |
title_sort |
O brincar na educação infantil e nas práticas de professoras |
author |
Reis, Janice Anacleto Pereira dos |
author_facet |
Reis, Janice Anacleto Pereira dos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Reis, Janice Anacleto Pereira dos |
dc.subject.por.fl_str_mv |
Brincar Educação infantil Prática pedagógica |
topic |
Brincar Educação infantil Prática pedagógica Playing Early childhood education Pedagogical practice |
dc.subject.eng.fl_str_mv |
Playing Early childhood education Pedagogical practice |
description |
In addition to being a right, playing is the language by which children produce culture. In this way, the proposals in early childhood education institutions should be guided by the axes interactions and games, aiming at children integral development In this perspective, this work is an excerpt from graduation research from the Graduate Program in Education at the Federal University of Campina Grande-PB Brazil, whose object is the act of playing in early childhood education. For this discussion, we bring the playing in two early childhood education institutions from the town of Lagoa Seca-PB. It is a qualitative research whose procedures are observation and semi-structured interview. For data analysis, we use the Nuclei of Signification method. The research pointed out that in the institutions of early childhood education investigated, the times for playing are regulated. The time for free playing amongst children in the external areas of the institutions is around thirty minutes. In classrooms, playing has the function of taking care of children's free time and complementing child development, and for the on geometric, mathematical and written languages. We also noticed an apparent lack of knowledge on the part of teachers concerning playing as cultural production. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-09 |
dc.date.accessioned.fl_str_mv |
2022-10-07T23:52:38Z |
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2022-10-07T23:52:38Z |
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1982-3657 |
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Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
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http://dx.doi.org/10.29380/2021.15.01.20 |
identifier_str_mv |
1982-3657 Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
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http://ri.ufs.br/jspui/handle/riufs/16543 http://dx.doi.org/10.29380/2021.15.01.20 |
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Grupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON) |
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Grupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON) |
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