O professor e o lúdico na educação infantil: um estudo das concepções sobre o brincar em histórias de vida
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Data
2006-12-20
Autores
Afonso, Roseli de Cássia [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa teve como objetivo principal investigar as concepções que professoras de Educação Infantil têm sobre o lúdico, e verificar quais são os aspectos da história de vida dessas professoras que influenciaram suas concepções sobre o brincar. Para realizar esse estudo partimos do pressuposto que o desenvolvimento pessoal, social e intelectual do indivíduo, ocorre a partir da apropriação de conhecimentos e dos processos de ensino-aprendizagem, inseridos num contexto sócio-cultural. Por isso, para nosso estudo, privilegiamos o referencial teórico constituído pelas contribuições de Gilles Brougère, Lev Vygotsky e Antonio Nóvoa. Investimos em uma pesquisa de caráter qualitativo e qual a metodologia utilizada para a coleta de dados foi orientada pela busca da história de vida das participantes. O trabalho de campo incluiu entrevistas, semi-estruturadas com sete professoras da Educação Infantil, de duas cidades do interior do Estado do Paraná. Os dados foram organizados a partir das categorias infância vivida, opção pela profissão, percursos da carreira e atividades lúdicas com as crianças. Seguindo essas mesmas categorias, analisamos os dados e evidenciamos as concepções das professoras sobre o brincar em distintos aspectos. Acreditamos que as marcas deixadas pela infância influenciaram na concepção lúdica e na decisão profissional da maioria das professoras entrevistadas; bem como nas atividades lúdicas que aplicam com as crianças no contexto educacional. Para algumas professoras o brincar aparece como recurso pedagógico e significa mais do que uma simples diversão, sob o argumento de que, na brincadeira, a criança pode expressar-se, desenvolver-se, interagir e aprender.
The most important objectives of this research were investigating the teacher conceptions about the play in Primary Education and verify the features of the teachers` life history that had influenced their conceptions about the play. In order to fulfill this paper, we believe that the human being personal, social and intellectual development happens from the person`s knowledge and from the learning-teaching process inserted in a social and cultural context. Because of that, in our paper, we had privileged the theorical reference given by Gilles Brougère, Lev Vygotsky and Antonio Nóvoa. We had made a research in a quantitative feature, in which the utilized methodology to collect the datos was orientated by searching the participants` history of life. The campus work included an interview with seven teachers from Primary School from two cities in Paraná`s countryside. The datos were organized from childhood history, jobþs choise and course, and fanny activities with the children. Following these cathegories, we analysed the datos and the teachers` conceptions about the play in different aspects. We believe that the childhood marks had influenced the funny conception, and the job`s choise from the majority of the teachers who were interviewed, and it had influenced as well the funny activities that these teachers use with the children. For some teachers the play is a pedagogical research and means more than a simple entertainment moment because they believe that the child can express, develop, interact and learn when he/she is playing. Other teachers think that the play can be considered as a secondary function in the educational context, they consider that the play is only for pleasure and rest.
The most important objectives of this research were investigating the teacher conceptions about the play in Primary Education and verify the features of the teachers` life history that had influenced their conceptions about the play. In order to fulfill this paper, we believe that the human being personal, social and intellectual development happens from the person`s knowledge and from the learning-teaching process inserted in a social and cultural context. Because of that, in our paper, we had privileged the theorical reference given by Gilles Brougère, Lev Vygotsky and Antonio Nóvoa. We had made a research in a quantitative feature, in which the utilized methodology to collect the datos was orientated by searching the participants` history of life. The campus work included an interview with seven teachers from Primary School from two cities in Paraná`s countryside. The datos were organized from childhood history, jobþs choise and course, and fanny activities with the children. Following these cathegories, we analysed the datos and the teachers` conceptions about the play in different aspects. We believe that the childhood marks had influenced the funny conception, and the job`s choise from the majority of the teachers who were interviewed, and it had influenced as well the funny activities that these teachers use with the children. For some teachers the play is a pedagogical research and means more than a simple entertainment moment because they believe that the child can express, develop, interact and learn when he/she is playing. Other teachers think that the play can be considered as a secondary function in the educational context, they consider that the play is only for pleasure and rest.
Descrição
Palavras-chave
Psicologia social, Educação de crianças, Criança - Atividades lúdicas, Primary school, Funny, Teachers, Life history
Como citar
AFONSO, Roseli de Cássia. O professor e o lúdico na educação infantil: um estudo das concepções sobre o brincar em histórias de vida. 2006. 143 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Assis, 2006.