Ressignificando o jogo simbólico em tempos de pandemia
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Data
2022-03-24
Autores
Moraes, Marcela Cristina de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A psicologia do desenvolvimento atribui ao brincar reconhecida importância na construção da capacidade da representação simbólica. O jogo simbólico, que suscita capacidade de evocar um símbolo e exercitar a personificação no contexto da brincadeira, permite à criança a reelaboração de situações e tentativas de liquidar conflitos, experimentando de maneira livre e sem sanções o que deseja. Este brincar deriva de um processo de construções sucessivas do jogo e suas formas, classificadas de acordo com as estruturas construídas: exercício, símbolo e regra. A ressignificação do brincar, próprio do processo cultural, foi dinamizada pela condição do distanciamento social imposto pela pandemia da Covid-19, que alterou as concepções de espaços, relações e de ensino. Mediante o exposto, nessa pesquisa que fez parte das investigações do GEADEC, pretendeu-se analisar as concepções e estruturação do jogo simbólico por professores de redes públicas e particulares de ensino no contexto de educação remota. Para tanto, utilizamos o método clínico, com entrevista semiestruturada realizada com 24 professores de grupos de crianças que frequentam a educação infantil em cidades sul-mineiras. Pretendeu-se, assim, investigar a caracterização e desenvolvimento da temática no ensino não-presencial, identificando possíveis semelhanças e distinções na concepção e abordagem nestas redes de ensino. Os principais resultados indicam que os docentes ainda não compreendem e/ou identificam o jogo simbólico de acordo com o conceito piagetiano, e que o mesmo foi pouco solicitado durante o ensino remoto. Não encontramos diferenciações relevantes entre as redes públicas e particulares de ensino quanto à temática. Espera-se contribuir para a área, promovendo reflexões que suscitem debates no meio acadêmico e quanto à prática pedagógica do ensino não-presencial sobre a importância do jogo simbólico.
Developmental psychology attributes to playing a recognized importance in the construction of the capacity of symbolic representation. The symbolic game, which raises the ability to evoke a symbol and exercise personification in the context of play, allows the child to re-elaborate situations and attempts to settle conflicts, experiencing freely and without sanctions what he wants. This play derives from a process of successive constructions of the game and its forms, classified according to the constructed structures: exercise, symbol and rule. The resignification of play, characteristic of the cultural process, was boosted by the condition of social distancing imposed by the Covid-19 pandemic, which changed the conceptions of spaces, relationships and teaching. Based on the above, in this research that was part of the investigations of the GEADEC, it was intended to analyze the conceptions and structuring of the symbolic game by teachers of public and private schools in the context of remote education. For that, we used the clinical method, with a semi-structured interview carried out with 24 teachers from groups of children who attend kindergarten in cities in the south of Minas Gerais. Thus, it was intended to investigate the characterization and development of the theme in nonpresential teaching, identifying possible similarities and distinctions in the conception and approach in these teaching networks. The main results indicate that teachers still do not understand and/or identify the symbolic game according to the Piagetian concept, and that it was little requested during remote teaching. We did not find relevant differences between public and private schools regarding the theme. It is expected to contribute to the area, promoting reflections that arouse debates in the academic environment and regarding the pedagogical practice of non-presential teaching on the importance of the symbolic game.
Developmental psychology attributes to playing a recognized importance in the construction of the capacity of symbolic representation. The symbolic game, which raises the ability to evoke a symbol and exercise personification in the context of play, allows the child to re-elaborate situations and attempts to settle conflicts, experiencing freely and without sanctions what he wants. This play derives from a process of successive constructions of the game and its forms, classified according to the constructed structures: exercise, symbol and rule. The resignification of play, characteristic of the cultural process, was boosted by the condition of social distancing imposed by the Covid-19 pandemic, which changed the conceptions of spaces, relationships and teaching. Based on the above, in this research that was part of the investigations of the GEADEC, it was intended to analyze the conceptions and structuring of the symbolic game by teachers of public and private schools in the context of remote education. For that, we used the clinical method, with a semi-structured interview carried out with 24 teachers from groups of children who attend kindergarten in cities in the south of Minas Gerais. Thus, it was intended to investigate the characterization and development of the theme in nonpresential teaching, identifying possible similarities and distinctions in the conception and approach in these teaching networks. The main results indicate that teachers still do not understand and/or identify the symbolic game according to the Piagetian concept, and that it was little requested during remote teaching. We did not find relevant differences between public and private schools regarding the theme. It is expected to contribute to the area, promoting reflections that arouse debates in the academic environment and regarding the pedagogical practice of non-presential teaching on the importance of the symbolic game.
Descrição
Palavras-chave
Jogo simbólico, Educação infantil, Ensino remoto, Symbolic play, Child education, Remote teaching
Como citar
MORAES, Marcela Cristina de. Ressignificando o jogo simbólico em tempos de pandemia. Universidade Estadual Paulista (Unesp), 2022.