Cadê o brincar? da educação infantil para o ensino fundamental
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Data
2008-12-04
Autores
Barros, Flávia Cristina Oliveira Murbach de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa, fundamentada na perspectiva histórico-cultural, tem como objetivo identificar as características do brincar das crianças nas idades de 6 e 7 anos, período de passagem da Educação Infantil para o Ensino Fundamental. Pretende, ainda, saber como os educadores oportunizam espaços para o brincar e como o fazem, investigando se é possível verificar os fatores delimitadores dessa prática. A escolha dessa faixa etária se justifica, considerando que as instituições escolares reduzem, cada vez mais, os espaços do brincar das crianças sob sua responsabilidade, haja vista, por exemplo, o recente parecer do Conselho Nacional de Educação (CNE/CEB n° 18/2005, Lei n 11.274 de 6/02/06, ainda não em vigor, em todo o território nacional), que acaba por priorizar a alfabetização, desconsiderando as especificidades próprias da criança. Nesse sentido, tanto a Educação Infantil como o Ensino Fundamental participam de um processo de preparação da criança para a alfabetização, priorizando o uso do material apostilado de ensino, destacado neste trabalho como um dos principais fatores delimitadores do brincar, principalmente na educação infantil. Para a realização da pesquisa, utilizou-se a abordagem etnográfica, concebida como um importante instrumento, pois possibilita maior interação com as complexidades e singularidades das relações sociais, viabilizando um estudo mais profundo e a construção de conhecimentos consistentes e científicos. Os procedimentos envolveram a observação participante, entrevistas semi-estruturadas com os professores, diários de campo e a elaboração de outras técnicas de coleta de dados. A partir da análise do material obtido foi possível verificar que o brincar...
Based on historical and cultural perspective the present research has as a purpose to identify characteristics of playing among children between 6 and 7 years old, a period of transition from Early Childhood Education to Elementary School. Nevertheless it intends to know how the educators suit rooms for playing and how they do it, investigating whether it is possible to verify the factors that line off that action. The choice of this age group is justified, considering that schools reduce the rooms for the children´s plays under their responsibility. For instance, the recent opinion of the National Education Council (CNE / CEB No. 18/2005, Law No 11,274 of 6/02/06, not yet in force throughout the national territory), has just prioritize the literacy, ignoring the child's own characteristics. Accordingly, both Early Childhood Education and Elementary School take part in a process of preparing the child for literacy, prioritizing the usage of school supplies of teaching, highlighted in this work as one of the main delimiting factors of playing, especially in early childhood education. It was used to carry out the research an ethnographic approach, conceived as an important instrument, which allows a greater interaction with the complexities and singularities of social relationships, enabling a deeper study and a construction of a consistent and scientific knowledge. The procedures involved participant observation, semi-structured interviews with the teachers, daily records and the development of other techniques for collecting data. It was possible to verify from the analysis of the material obtained that playing, as an essential activity to the child development, is still seen as a moment of energy drain or as a pedagogical tool of literacy which according to historical-cultural theory misreads its functions.
Based on historical and cultural perspective the present research has as a purpose to identify characteristics of playing among children between 6 and 7 years old, a period of transition from Early Childhood Education to Elementary School. Nevertheless it intends to know how the educators suit rooms for playing and how they do it, investigating whether it is possible to verify the factors that line off that action. The choice of this age group is justified, considering that schools reduce the rooms for the children´s plays under their responsibility. For instance, the recent opinion of the National Education Council (CNE / CEB No. 18/2005, Law No 11,274 of 6/02/06, not yet in force throughout the national territory), has just prioritize the literacy, ignoring the child's own characteristics. Accordingly, both Early Childhood Education and Elementary School take part in a process of preparing the child for literacy, prioritizing the usage of school supplies of teaching, highlighted in this work as one of the main delimiting factors of playing, especially in early childhood education. It was used to carry out the research an ethnographic approach, conceived as an important instrument, which allows a greater interaction with the complexities and singularities of social relationships, enabling a deeper study and a construction of a consistent and scientific knowledge. The procedures involved participant observation, semi-structured interviews with the teachers, daily records and the development of other techniques for collecting data. It was possible to verify from the analysis of the material obtained that playing, as an essential activity to the child development, is still seen as a moment of energy drain or as a pedagogical tool of literacy which according to historical-cultural theory misreads its functions.
Descrição
Palavras-chave
Psicologia infantil, Crianças - Desenvolvimento, Educação de crianças, Assunto, Children´s perception, School supplies, Delimiting factors of playing, Child development, History, Cultural theory
Como citar
BARROS, Flávia Cristina Oliveira Murbach de. Cadê o brincar? da educação infantil para o ensino fundamental. 2008. 193 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Assis, 2008.