Brincadeiras e jogos na educação infantil: o lúdico e o processo de constituição de sujeitos numa turma de crianças de 4 e 5 anos

• Autor(a) principal: Mariano, Sangelita Miranda Franco
• Data de Publicação: 2009
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/13786
• topic: Educação infantil; Lúdico; Cotidiano escolar; Educação de crianças; Jogos educativos; Recreação ao ar livre para crianças; Children education; Game play; Every day school life; CNPQ::CIENCIAS HUMANAS::EDUCACAO

In today's times the importance of playful activities has been increasingly highlighted in the process of child development. In education of very young and young children, playing shows up as a crucial social activity and represents a key opportunity to global development in its cognitive, affective, social, among others aspects. By considering the pre-school as a spacetime marked by interactions, affections and emotions, then, by the social relations experienced by children, we see this institutionalized educational area as a locus for the development of playing activities, since the games allow the exercise of an education of young children in a creative and free perspective, in which learning occurs from the playing, and require an interpretative and imaginative behavior of children. This research has been guided by the Historic-Cultural Theory, which maintains the playing as essential to child development, since such activities are marked by the culture and are mediated by relationships between individuals. This study has aimed to get to know and examine when and how recreational activities used to occur on a daily class of children in early childhood education and to what extent these actions influenced in the process of formation of teacher and students. Some questions guided our path during the search: What is the frequency of the use of games on a day-to-day class of pre- school? In what extent the space-time of playing developed in pre-school contributes to the constitution of a subject who learns? What can be shown working with children on the playing activity? What conceptions of children, child development and playing permeate the practice of teacher education? In search of answers to the questions mentioned we have done a case study. In line with principles of qualitative and collaborative research, we have taken part in a routine of a classroom of four-year-old-kids, in planning meetings with the class` teacher, we have analyzed school documents, registration sheets, planning of teacher and school activities proposed by her, we have interviewed the teacher and photographed the scenes of the daily life of that class. We have also produced field notes to record the experiences that we have lived in EMEI Criar, Municipal School of Childhood Education of the city of Uberlândia - MG. The research that has been carried out revealed that playing with the 1st period D of early childhood education class, in the year of 2008, although regarded as moments in which children learn, relate to and are constituted as subjects, such actions were not sufficiently planned and/or accompanied by the teacher. The data showed that the playing occurs in a limited space-time and in most cases, is used strictly as a didacticpedagogic tool, which restrict the play to school aspects.