A interactividade como fomentadora da ludicidade: tudo fica “típico” quando as crianças brincam na educação infantil
Data
2017-10-10
Autores
Watanabe, Denise [UNESP]
Título da Revista
ISSN da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa de mestrado, vinculada à linha de pesquisa “Processos Formativos, Infância e Juventude”, do Programa de Pós-Graduação em Educação (PPGE) da FCT/UNESP – Campus de Presidente Prudente – SP, assumiu como objeto central de investigação os eixos estruturadores das culturas infantis interactividade e ludicidade. O interesse pela temática emergiu no decorrer de uma pesquisa de Iniciação Científica (IC) realizada de 2013 a 2015, em uma escola de Educação Infantil situada em um bairro de periferia, localizado em um município do Oeste Paulista. Em consonância com a pesquisa de IC, constatou-se que havia uma carência em compreender e em integrar a interactividade como elemento fomentador da ludicidade. A partir desse fato, fundamentada na Sociologia da Infância, na pesquisa de natureza qualitativa e na metodologia da investigação-ação, buscou-se compreender e aprofundar os conhecimentos de como as relações sociais (interactividade) adulto/criança, criança/adulto e criança/pares infantis se estabeleciam e se efetivavam, tendo em vista fomentar a ludicidade. Como recursos metodológicos utilizaram-se atividades e recursos lúdicos que fossem diversificados e significativos às crianças, como brincadeiras, histórias, fantoches, músicas, brinquedos (cantinhos, emprestados do laboratório CEPELIJ, ou construídos com as crianças, com materiais recicláveis e/ou acessíveis como jornal, cartolina, copinho, barbante, sacola de supermercado, cola, entre outros itens). Para a coleta, a sistematização e a análise dos dados, recorreu-se às observações; as anotações no diário de campo; as fotos; aos diálogos com as crianças e com as professoras. A partir da construção de uma pesquisa realizada com as crianças, do estreitamento dos laços interpessoais, da participação, das expressões e dos relatos infantis no decorrer de toda a pesquisa, ressaltamos a relevância da interactividade como privilegiada fomentadora da ludicidade. Como resultados destacamos a ampliação da cultura lúdica no contexto pesquisado; a (re) significação das crianças nas formas de brincar, de expressar e/ou de imaginar, não se limitando àquilo que era proposto pela pesquisadora, mas indo além; as estratégias criadas por e entre as crianças para adentrar as brincadeiras, para estabelecer e/ou efetivar amizades, ou para superar conflitos e (des) afetos com os pares; as tentativas infantis de transgredir, de negociar ou de burlar normas e regras impostas pelos adultos ou por outras crianças; a transposição de situações reais para o mundo simbólico/imaginário; os relatos e expressões infantis que associavam a “felicidade” (delas ou dos personagens apresentados nas histórias) com o fato de “ter amigos” ou de “ter com quem brincar”; e por fim, no decorrer de toda a pesquisa, o desejo e a solicitação das crianças (participantes da pesquisa em anos anteriores ou de outras seriações, que nunca participaram da pesquisa, mas que sempre observavam) para que as brincadeiras se expandissem e contemplassem também o Ensino Fundamental. Em consonância com a Sociologia da infância, com os eixos estruturadores das culturas infantis e com documentos norteadores que regem a Educação Infantil, concluímos que a interactividade e a ludicidade se complementam, visto que a brincadeira não é inata, mas um elemento cultural, histórico e social que necessita ser ensinado, aprendido e recriado. Portanto, cabem aos adultos (professores, educadores, pesquisadores, diretores, coordenadores, entre outros) pensarem em tempos, em espaços, em recursos, em materiais, em estudos, em práticas e em ações qualitativas, diversificadas e significativas às crianças, de forma a possibilitar, valorizar e ampliar a cultura lúdica nos contextos de Educação Infantil, por meio das interações entre adultos, crianças e pares infantis.
This research, linked to the research line "formative processes, children and youth", the graduate program in education (PPGE) FCT/UNESP-Campus of Presidente Prudente-SP, took over as the central object of investigation the structuring axes of children's cultures interactivity and playfulness. Interest in the theme emerged in the course of a search of scientific initiation (IC) held from 2013 to 2015, in an Infant school situated in a suburban neighborhood, located in a municipality of the West. In line with the IC research, it was found that there was a need to understand and integrate interactivity as spurred playfulness. From that fact, based on the Sociology of childhood, in qualitative research and research-action methodology, we sought to understand and deepen the knowledge of how social relations (interactivity) adult/child, child/adult and child children's/pares if provided and if efetivavam, in order to promote playfulness. Methodological resources used activities and recreational resources that were diverse and meaningful to children, such as games, stories, puppets, music, toys (corners, borrowed from the CEPELIJ lab, or built with the children, with recyclable materials and/or accessible as paper, cardboard, glass, twine, grocery bag, glue, among other items). For the collection, systematization and analysis of the data, the observations was used; the notes in the field journal; the photos; the dialogues with children and teachers. From the construction of a survey conducted with the children, the narrowing of interpersonal ties, of participation, of expressions and of children's reports during all the research, we emphasize the importance of interactivity as the unique Prime playfulness. As a result the expansion of the leisure culture in context searched; the (re) signification of children in forms of play, to express and/or imagine, not limited to what was proposed by the researcher, but going beyond; the strategies created by and among children to enter the games, to establish and/or implement friendships, or to overcome conflicts and (des) affections with peers; children's attempts to transgress, to negotiate or to circumvent rules and rules imposed by adults or by other children; the transposition of real situations to the symbolic/imaginary world; reports and childish expressions that associated the "happiness" (or of the characters presented in the stories) about the fact that "friends" or "have to play"; and finally, in the course of all the research, the desire and the request of children (research participants in previous years or other sequences that never participated in the research, but who have always observed) so that the games expand and also favored teaching Essential. In line with the sociology of childhood, with the crop and structuring axes with guiding documents governing early childhood education, we conclude that the interactivity and playfulness complement each other, since the joke is not innate, but a cultural element, and social history that needs to be taught, learned and recreated. Therefore, the adults (teachers, educators, researchers, directors, coordinators, among others) think in time, in space, in resources, in materials, in studies, in practice and in quality, diverse and significant actions to children, in order to enable, enhance and expand the playful culture in early childhood education contexts, through the interactions between adults, children and infant pairs.
This research, linked to the research line "formative processes, children and youth", the graduate program in education (PPGE) FCT/UNESP-Campus of Presidente Prudente-SP, took over as the central object of investigation the structuring axes of children's cultures interactivity and playfulness. Interest in the theme emerged in the course of a search of scientific initiation (IC) held from 2013 to 2015, in an Infant school situated in a suburban neighborhood, located in a municipality of the West. In line with the IC research, it was found that there was a need to understand and integrate interactivity as spurred playfulness. From that fact, based on the Sociology of childhood, in qualitative research and research-action methodology, we sought to understand and deepen the knowledge of how social relations (interactivity) adult/child, child/adult and child children's/pares if provided and if efetivavam, in order to promote playfulness. Methodological resources used activities and recreational resources that were diverse and meaningful to children, such as games, stories, puppets, music, toys (corners, borrowed from the CEPELIJ lab, or built with the children, with recyclable materials and/or accessible as paper, cardboard, glass, twine, grocery bag, glue, among other items). For the collection, systematization and analysis of the data, the observations was used; the notes in the field journal; the photos; the dialogues with children and teachers. From the construction of a survey conducted with the children, the narrowing of interpersonal ties, of participation, of expressions and of children's reports during all the research, we emphasize the importance of interactivity as the unique Prime playfulness. As a result the expansion of the leisure culture in context searched; the (re) signification of children in forms of play, to express and/or imagine, not limited to what was proposed by the researcher, but going beyond; the strategies created by and among children to enter the games, to establish and/or implement friendships, or to overcome conflicts and (des) affections with peers; children's attempts to transgress, to negotiate or to circumvent rules and rules imposed by adults or by other children; the transposition of real situations to the symbolic/imaginary world; reports and childish expressions that associated the "happiness" (or of the characters presented in the stories) about the fact that "friends" or "have to play"; and finally, in the course of all the research, the desire and the request of children (research participants in previous years or other sequences that never participated in the research, but who have always observed) so that the games expand and also favored teaching Essential. In line with the sociology of childhood, with the crop and structuring axes with guiding documents governing early childhood education, we conclude that the interactivity and playfulness complement each other, since the joke is not innate, but a cultural element, and social history that needs to be taught, learned and recreated. Therefore, the adults (teachers, educators, researchers, directors, coordinators, among others) think in time, in space, in resources, in materials, in studies, in practice and in quality, diverse and significant actions to children, in order to enable, enhance and expand the playful culture in early childhood education contexts, through the interactions between adults, children and infant pairs.
Descrição
Palavras-chave
Educação, Educação infantil, Sociologia da infância, Culturas infantis, Pesquisa com crianças, Education, Early childhood education, Sociology of childhood, Children's cultures, Research with children