Quando e onde se brinca no primeiro ano?: um estudo sobre o jogo simbólico no ensino fundamental de uma escola de tempo integral
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Data
2019-07-12
Autores
Tattaro, Ana Carolina [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Há várias contribuições científicas de estudiosos do desenvolvimento infantil sobre o brincar e sua importância para o desenvolvimento cognitivo, social, físico e afetivo da criança. No entanto, observa-se que, muitas vezes, o brincar não possui uma efetiva presença na matriz curricular das escolas. Tendo como referência o jogo simbólico fundamentado na teoria piagetiana, esta pesquisa foi realizada em uma Escola de Tempo Integral no interior paulista, objetivando analisar como é a inserção das brincadeiras dentro deste formato de ensino, mais especificamente do jogo simbólico no 1º ano do Ensino Fundamental I. Buscamos, ainda, analisar as concepções que professores do 1º ano possuem acerca do brincar, relacionando-as ao espaço e tempo que essa atividade ocupa na rotina escolar, bem como analisar a perspectiva da criança em relação ao faz de conta. Participaram do estudo 39 crianças (entre 6 e 7 anos de idade) regularmente matriculadas em duas salas de 1º ano e suas respectivas professoras. Os instrumentos utilizados foram: roteiro de observação, hora de jogo e entrevistas pautadas no método clínico-crítico piagetiano, realizadas com as crianças e as professoras. Os resultados apontaram a presença de jogo simbólico em situações criadas pelas próprias crianças, mas não valorizadas pela escola, inclusive reprimidas por seus profissionais. Observamos total ausência de brinquedos e materiais que favorecem este tipo de jogo nas salas de aula e espaços da escola. Na hora do jogo, as crianças demonstraram-se satisfeitas em brincar de faz de conta com os recursos disponibilizados, evidenciando a importância desse jogo para o seu desenvolvimento. Na entrevista realizada com as crianças, 71% confirmaram a ausência de brinquedos e brincadeiras na escola. As professoras demonstraram não conhecer o jogo simbólico e, ao mencionarem questões e ações lúdicas, evidenciaram a transformação de brincadeiras nas aulas em momentos de aprendizagem de conteúdos específicos, descaracterizando o jogo simbólico e apresentando uma desvalorização do contexto lúdico em relação à aprendizagem. Buscou-se com essa pesquisa sustentar que o brincar é, por excelência, uma necessidade infantil que precisa ser compreendida por educadores e autoridades públicas, de forma a se promover ambientes que o tenham como eixo norteador do trabalho desenvolvido na escola.
There are several scientific contributions of children's development scholars about playing and its importance to the cognitive, social, physical and affective development of the child. However, it is observed that eventually play does not have an effective presence in the curricular matrix of the schools. The symbolic game based on Piaget's theory was considered as the reference of this research which was carried out in a Full Time School in the countryside of São Paulo. The goal was to analyze how the insertion of the symbolic game occurs within this teaching format in the first year of elementary School. Also, the research aimed to analyze the first-year teachers' conceptions of play relating them to space and time that this activity occupies among the school routine, as well as analyze the child's perspective in relation to the pretend play. The study included 39 children (between 6 and 7 years old) who are regularly enrolled in two classrooms and their respective teachers. The instruments used were: observation script, game time and interviews based on Piaget's clinical-critical method which were carried out with the children and the teachers. The results pointed out the presence of symbolic play in situations created by the children themselves, but not valued by the school, even repressed by its professionals. It was possible to observe a total absence of toys and materials that could benefit this type of game in classrooms and school spaces. During game time, the children appeared to be satisfied to play pretend game with the resources available, which highlights the importance of this game for their development. In the interview with children, 71% confirmed the absence of toys and games at school. Teachers demonstrated they didn't know the symbolic game and when they mentioned some questions regarding this issue, they showed that they changed some playing moments during classes in a situation to children learn some specific contents. That transformation modifies the symbolic game and devaluate of the playful context in relation to learning. With this research it was sought to sustain that play is a child's need and it should to be understood by educators and public authorities, in order to promote environments that have it as an axis to guide the work developed in the school.
There are several scientific contributions of children's development scholars about playing and its importance to the cognitive, social, physical and affective development of the child. However, it is observed that eventually play does not have an effective presence in the curricular matrix of the schools. The symbolic game based on Piaget's theory was considered as the reference of this research which was carried out in a Full Time School in the countryside of São Paulo. The goal was to analyze how the insertion of the symbolic game occurs within this teaching format in the first year of elementary School. Also, the research aimed to analyze the first-year teachers' conceptions of play relating them to space and time that this activity occupies among the school routine, as well as analyze the child's perspective in relation to the pretend play. The study included 39 children (between 6 and 7 years old) who are regularly enrolled in two classrooms and their respective teachers. The instruments used were: observation script, game time and interviews based on Piaget's clinical-critical method which were carried out with the children and the teachers. The results pointed out the presence of symbolic play in situations created by the children themselves, but not valued by the school, even repressed by its professionals. It was possible to observe a total absence of toys and materials that could benefit this type of game in classrooms and school spaces. During game time, the children appeared to be satisfied to play pretend game with the resources available, which highlights the importance of this game for their development. In the interview with children, 71% confirmed the absence of toys and games at school. Teachers demonstrated they didn't know the symbolic game and when they mentioned some questions regarding this issue, they showed that they changed some playing moments during classes in a situation to children learn some specific contents. That transformation modifies the symbolic game and devaluate of the playful context in relation to learning. With this research it was sought to sustain that play is a child's need and it should to be understood by educators and public authorities, in order to promote environments that have it as an axis to guide the work developed in the school.
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Palavras-chave
Jogo simbólico, Escola de tempo integral, Ensino fundamental I, Teoria piagetiana, Symbolic game, Full time school, Elementary school, Piaget's theory