A visão das professoras sobre o jogo nos anos iniciais do ensino fundamental
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Data
2014-06-18
Autores
Vitti Neto, Bruno [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
As pesquisas de Piaget, Vygotsky, Leontiev, Elkonin, Bruner, Winicott, Brougère, Kishimoto, Freire, Scaglia, dentre outros, têm possibilitado o reposicionamento do jogo como espaço privilegiado para discussões e reflexões que atestam sua relevância para a formação humana, bem como a sua indispensabilidade no contexto escolar. Sendo assim, esta pesquisa teve como objetivo geral compreender qual a visão do jogo para as professoras dos anos iniciais do ensino fundamental e o uso que fazem dele no cotidiano, identificando os fatores que possibilitem compreender os entraves para a sua valorização no espaço escolar. Trata-se de pesquisa qualitativa de natureza descritiva e foi realizada em quatro escolas da rede pública de Poços de Caldas – MG – Brasil. Os participantes, dez professoras atuando nos quatro primeiros anos do ensino fundamental, responderam a perguntas em uma entrevista semiestruturada. Os dados obtidos foram transcritos, analisadas e categorizados. De modo geral pudemos constatar que: a) o conceito de jogo está atrelado à prática escolar das professoras; b) o planejamento e finalidade do jogo estão basicamente relacionados ao reforço de conteúdos curriculares; c) o brincar livre é menos frequente do que o jogo dirigido porque não está relacionado ao ensino dos conteúdos escolares e também pela imprevisibilidade na sua prática, gerando insegurança dos professores; d) o distanciamento entre a teoria e a prática na formação inicial e continuada impediu uma compreensão mais profunda da importância do jogo para o desenvolvimento global das crianças; e) a valorização por parte da coordenação pedagógica para a utilização do jogo está intimamente relacionada à aprendizagem; f) a maioria dos jogos acontece em sala de aula, ocasionando o baixo aproveitamento de outros espaços escolares. Embora percebamos avanço na implantação do jogo na rotina das crianças, é fundamental que haja oportunidade para...
The researches by Piaget, Vygotsky, Leontiev, Elkonin, Bruner, Winicott, Brougère, Kishimoto, Freire, Scaglia, among others, have made it possible to replace game as a privileged space for discussions and reflections which confirm its relevance to the human formation as well as its indispensability in school context. Thus, this research had as aim to understand the game‘s vision of a group of elementary school teachers and how they use it in their daily activities, identifying the factors that may help to understand the obstacles for its valorization in the school space. It‘s a qualitative descriptive research, developed in four public municipal schools in Poços de Caldas – MG, Brazil. The participants, ten teachers working in the initial years of elementary school, answered to questions in a semi-structured interview. The obtained data were transcribed, analyzed and categorized. In general, we found that: a) the concept of game is included in the pedagogical practice of the interviewed teachers; b) the planning and aim of games are basically to reinforce school subjects; c) the free games are less frequent than the games with rules, because they are not related to the teaching of school contents and also for the imprevisibility in its practice, provoking insecurity in teachers; d) the distance between theory and practice in the teachers‘ initial and continuing formation has also hindered a deeper comprehension of the importance of games for children‘s global development; e) the valorization of games by the pedagogical coordinator is closely related to learning. f) the majority of games takes place inside the classroom, resulting in the low use of other school spaces. Although some advances in the use of games in the school routines have been noticed, it is necessary that teachers improve and enlarge their ideas and concepts about this activity in order that they may take hold of it as an...
The researches by Piaget, Vygotsky, Leontiev, Elkonin, Bruner, Winicott, Brougère, Kishimoto, Freire, Scaglia, among others, have made it possible to replace game as a privileged space for discussions and reflections which confirm its relevance to the human formation as well as its indispensability in school context. Thus, this research had as aim to understand the game‘s vision of a group of elementary school teachers and how they use it in their daily activities, identifying the factors that may help to understand the obstacles for its valorization in the school space. It‘s a qualitative descriptive research, developed in four public municipal schools in Poços de Caldas – MG, Brazil. The participants, ten teachers working in the initial years of elementary school, answered to questions in a semi-structured interview. The obtained data were transcribed, analyzed and categorized. In general, we found that: a) the concept of game is included in the pedagogical practice of the interviewed teachers; b) the planning and aim of games are basically to reinforce school subjects; c) the free games are less frequent than the games with rules, because they are not related to the teaching of school contents and also for the imprevisibility in its practice, provoking insecurity in teachers; d) the distance between theory and practice in the teachers‘ initial and continuing formation has also hindered a deeper comprehension of the importance of games for children‘s global development; e) the valorization of games by the pedagogical coordinator is closely related to learning. f) the majority of games takes place inside the classroom, resulting in the low use of other school spaces. Although some advances in the use of games in the school routines have been noticed, it is necessary that teachers improve and enlarge their ideas and concepts about this activity in order that they may take hold of it as an...
Descrição
Palavras-chave
Educação, Ensino fundamental, Professores, Teachers
Como citar
VITTI NETO, Bruno. A visão das professoras sobre o jogo nos anos iniciais do ensino fundamental. 2014. 112 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciências e Letras (Campus de Araraquara), 2014.