Evidências da ludicidade na formação docente a partir dos projetos políticos pedagógico
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Data
2022-10-06
Autores
Silva, Katiucia e
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa busca investigar os fundamentos e concepções sobre a ludicidade na formação inicial dos professores, a partir dos projetos políticos pedagógicos do curso de Pedagogia. Segundo a Resolução nº 5, de 17 de dezembro de 2009, o brincar é um dos eixos fundantes da elaboração das propostas pedagógicas das instituições de educação infantil, por este motivo o futuro professor deve ter em sua formação conhecimentos científicos e epistemológicos para que possa efetivar a ludicidade em seu campo de atuação. Através da Metodologia qualitativa, o procedimento utilizado foi a pesquisa documental em três (3) Instituições de Ensino Superior (IES), duas (2) públicas e uma privada (1) do sudoeste paulista. A coleta de dados foi através dos projetos políticos pedagógicos do curso de Pedagogia, bem como a grade curricular e ementa dos respectivos cursos, disponibilizados nos sites das IES de forma online para consulta pública. A fundamentação teórica foi baseada em autores como Friedmann, Kramer, Vygotski, Kishimoto e em documentos normativos, diretrizes e pareceres como as Diretrizes Curriculares Nacionais para a Educação Infantil (2010) e a Base Nacional Comum Curricular (2018). O resultado da pesquisa apontou que o brincar, os jogos e as brincadeiras são conteúdos presentes na formação inicial do docente, porém a ludicidade ainda não é evidenciada como um componente de estudo que conduza a compreensão e definição deste termo como um estado interno do indivíduo de integração mente e corpo e, um recurso pedagógico capaz de possibilitar situações e aprendizagem por meio de atividades prazerosas, onde as concepções dos sujeitos sejam passíveis de transformação por meio da interação, da experiência, da releitura e entre outras situações advindas de um estado lúdico.
The present research seeks to investigete the foundations and conceptions about ludicity in the initial formation of de teachers, from the pedagogical political projects of th Pedagogy course. According to Resolution nº 5, of December 17, 2009, playing is one of the founding axes of the elaboration of pedagogical proposals of early childhood education institutions, for this reason, future teachers must have scientific and epistemological knowledge in their training so that they can effectively implement ludicity in their field of action. Through the qualitive methodology, the procedure used was the documentary reaserch in three (3) Higher Education Institutions (HEIs), two (2) public and one private (1) in the southwest of São Paulo. Data collection was through the pedagogical political projects of the Pedagogy course, as well as the as the curriculum and syllabus of the respective courses, made available on the websites of the HEIs online for public consultation. The theoretical foundation was based on authors such as Friedmann, Kramer, Vygotski, Kishimoto and normative documents, guidelines and opinions such as the National Curricular Guidelines for Early Childhood Education (2010) and the National Common Curricular Base (2018). The result of the research pointed out that playing, games and games are contents present in the initial training of tearchers, but playfulness is not yet evidenced as a study component that leads to the understanding and definition of this term as an internal state of the individual of mind and body integration and, a pedagogical resource capable of enabling situations and learning through pleasurable activities, where the subject's conceptions are subject to transformation through interaction, experience, rereading and among other situations arising from a ludic state.
The present research seeks to investigete the foundations and conceptions about ludicity in the initial formation of de teachers, from the pedagogical political projects of th Pedagogy course. According to Resolution nº 5, of December 17, 2009, playing is one of the founding axes of the elaboration of pedagogical proposals of early childhood education institutions, for this reason, future teachers must have scientific and epistemological knowledge in their training so that they can effectively implement ludicity in their field of action. Through the qualitive methodology, the procedure used was the documentary reaserch in three (3) Higher Education Institutions (HEIs), two (2) public and one private (1) in the southwest of São Paulo. Data collection was through the pedagogical political projects of the Pedagogy course, as well as the as the curriculum and syllabus of the respective courses, made available on the websites of the HEIs online for public consultation. The theoretical foundation was based on authors such as Friedmann, Kramer, Vygotski, Kishimoto and normative documents, guidelines and opinions such as the National Curricular Guidelines for Early Childhood Education (2010) and the National Common Curricular Base (2018). The result of the research pointed out that playing, games and games are contents present in the initial training of tearchers, but playfulness is not yet evidenced as a study component that leads to the understanding and definition of this term as an internal state of the individual of mind and body integration and, a pedagogical resource capable of enabling situations and learning through pleasurable activities, where the subject's conceptions are subject to transformation through interaction, experience, rereading and among other situations arising from a ludic state.
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Ludicidade, Educação Infantil, Formação Docente, Projeto Político Pedagógico, Pedagogia, Playfulness, Child education, Teacher Training, Pedagogical Political Project, Pedagogy