Brincar na educação infantil: contradições entre a legislação brasileira e o cotidiano das escolas
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo de conferência |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/jspui/handle/riufs/19007 |
Resumo: | This article seek answers to the following research question: what are the contradictions between the play, which is provided for in the legislation that guide public policies, and the everyday life of Early Childhood Education schools? Play is import for children in their emotional and social development. In view of this importance, we sought to understand how the legislation that guides pre-school education addresses issues that are related to play and what contradictions are there between the guidelines provided by the legislation and the reality of everyday school life. This research, of bibliographic nature, has analyzed the National Curriculum Reference for Early Childhood Education (RCNEI) v. 1, 2 and 3, the National Parameters of Quality for Early Childhood Education v. 1 and 2, the 2010 National Curriculum Guidelines for Early Childhood Education (DCNEI) and the National Common Core Curriculum (BNCC), starting from the perspective of play. The analysis of the documents indicated that playing is present as a learning strategy, as a source of knowledge and of development of children. On the other hand, it can be observed that there is a contradiction between the directions provided in the documents and the reality of Early Childhood Education schools concerning play. |
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Quaranta, Silvia CinelliCharlot, Veleida Anahi Capua da SilvaCharlot, Bernard2024-01-19T23:18:40Z2024-01-19T23:18:40Z2022-091982-3657https://ri.ufs.br/jspui/handle/riufs/19007Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es).This article seek answers to the following research question: what are the contradictions between the play, which is provided for in the legislation that guide public policies, and the everyday life of Early Childhood Education schools? Play is import for children in their emotional and social development. In view of this importance, we sought to understand how the legislation that guides pre-school education addresses issues that are related to play and what contradictions are there between the guidelines provided by the legislation and the reality of everyday school life. This research, of bibliographic nature, has analyzed the National Curriculum Reference for Early Childhood Education (RCNEI) v. 1, 2 and 3, the National Parameters of Quality for Early Childhood Education v. 1 and 2, the 2010 National Curriculum Guidelines for Early Childhood Education (DCNEI) and the National Common Core Curriculum (BNCC), starting from the perspective of play. The analysis of the documents indicated that playing is present as a learning strategy, as a source of knowledge and of development of children. On the other hand, it can be observed that there is a contradiction between the directions provided in the documents and the reality of Early Childhood Education schools concerning play.O presente artigo tem por finalidade buscar respostas à seguinte questão de pesquisa: quais as contradições entre a concepção de brincar, presente nos documentos que orientam as políticas públicas, e o cotidiano das escolas de Educação Infantil? O brincar tem fundamental importância para a criança pequena no seu desenvolvimento emocional e social. Tendo em vista essa importância no desenvolvimento da criança pequena, buscou-se compreender como os documentos oficiais que norteiam a educação pré-escolar, abordam as questões relativas ao brincar e quais as contradições entre as orientações dadas nesses documentos e a realidade do cotidiano escolar. A pesquisa de cunho bibliográfico, analisou o Referencial Curricular Nacional para a Educação Infantil (RCNEI) v. 1, 2 e 3, os Parâmetros Nacionais de Qualidade para a Educação Infantil v. 1 e 2, as Diretrizes Curriculares Nacionais para a Educação Infantil (DCNEI) de 2010 e a Base Nacional Comum Curricular (BNCC), a partir da perspectiva do brincar. A análise dos textos indicou que, nos documentos analisados, o brincar está presente como estratégia de aprendizagem, fonte de conhecimento e desenvolvimento das crianças, porém, observa-se um descompasso entre o que é orientado nos documentos e a realidade das escolas de Educação Infantil quando se fala em brincar.São CristóvãoporGrupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON)Anais do XVI Colóquio Internacional Educação e ContemporaneidadeEducação infantilBrincarLegislação brasileiraEarly childhood educationPlayBrazilian legislationBrincar na educação infantil: contradições entre a legislação brasileira e o cotidiano das escolasPlay in the early childhood education: contradictions between brazilian legislation and the everyday work in schoolsinfo: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/19007/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALBrincarEducacaoInfantilContradicoes.pdfBrincarEducacaoInfantilContradicoes.pdfapplication/pdf175862https://ri.ufs.br/jspui/bitstream/riufs/19007/2/BrincarEducacaoInfantilContradicoes.pdf3a2606fd331c46f0a05eac1b960f5a6cMD52riufs/190072024-01-19 20:18:45.963oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2024-01-19T23:18:45Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Brincar na educação infantil: contradições entre a legislação brasileira e o cotidiano das escolas |
dc.title.alternative.por.fl_str_mv |
Play in the early childhood education: contradictions between brazilian legislation and the everyday work in schools |
title |
Brincar na educação infantil: contradições entre a legislação brasileira e o cotidiano das escolas |
spellingShingle |
Brincar na educação infantil: contradições entre a legislação brasileira e o cotidiano das escolas Quaranta, Silvia Cinelli Educação infantil Brincar Legislação brasileira Early childhood education Play Brazilian legislation |
title_short |
Brincar na educação infantil: contradições entre a legislação brasileira e o cotidiano das escolas |
title_full |
Brincar na educação infantil: contradições entre a legislação brasileira e o cotidiano das escolas |
title_fullStr |
Brincar na educação infantil: contradições entre a legislação brasileira e o cotidiano das escolas |
title_full_unstemmed |
Brincar na educação infantil: contradições entre a legislação brasileira e o cotidiano das escolas |
title_sort |
Brincar na educação infantil: contradições entre a legislação brasileira e o cotidiano das escolas |
author |
Quaranta, Silvia Cinelli |
author_facet |
Quaranta, Silvia Cinelli |
author_role |
author |
dc.contributor.editor.none.fl_str_mv |
Charlot, Veleida Anahi Capua da Silva Charlot, Bernard |
dc.contributor.author.fl_str_mv |
Quaranta, Silvia Cinelli |
dc.subject.por.fl_str_mv |
Educação infantil Brincar Legislação brasileira |
topic |
Educação infantil Brincar Legislação brasileira Early childhood education Play Brazilian legislation |
dc.subject.eng.fl_str_mv |
Early childhood education Play Brazilian legislation |
description |
This article seek answers to the following research question: what are the contradictions between the play, which is provided for in the legislation that guide public policies, and the everyday life of Early Childhood Education schools? Play is import for children in their emotional and social development. In view of this importance, we sought to understand how the legislation that guides pre-school education addresses issues that are related to play and what contradictions are there between the guidelines provided by the legislation and the reality of everyday school life. This research, of bibliographic nature, has analyzed the National Curriculum Reference for Early Childhood Education (RCNEI) v. 1, 2 and 3, the National Parameters of Quality for Early Childhood Education v. 1 and 2, the 2010 National Curriculum Guidelines for Early Childhood Education (DCNEI) and the National Common Core Curriculum (BNCC), starting from the perspective of play. The analysis of the documents indicated that playing is present as a learning strategy, as a source of knowledge and of development of children. On the other hand, it can be observed that there is a contradiction between the directions provided in the documents and the reality of Early Childhood Education schools concerning play. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-09 |
dc.date.accessioned.fl_str_mv |
2024-01-19T23:18:40Z |
dc.date.available.fl_str_mv |
2024-01-19T23:18:40Z |
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info:eu-repo/semantics/publishedVersion |
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conferenceObject |
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publishedVersion |
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https://ri.ufs.br/jspui/handle/riufs/19007 |
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1982-3657 |
dc.identifier.license.pt_BR.fl_str_mv |
Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
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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https://ri.ufs.br/jspui/handle/riufs/19007 |
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por |
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Anais do XVI Colóquio Internacional Educação e Contemporaneidade |
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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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