A intervenção pedagógica na brincadeira de papéis em contexto escolar: estudo teórico-prático à luz da psicologia histórico-cultural e pedagogia histórico-crítica
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Data
2018-06-21
Autores
Brigatto, Fernanda Oliveira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa versa sobre o problema da intervenção intencional do professor de educação infantil na brincadeira de papéis de crianças em idade pré-escolar (aproximadamente 3-6 anos) e tem por objetivo central explorar possibilidades de intervenção na atividade de brincadeira protagonizada infantil de natureza direta e indireta, ou seja, no desenrolar do enredo lúdico propriamente dito e mediante ações educativas encadeadas que ampliem o círculo de contatos da criança com a prática social. Para que a brincadeira protagonizada se efetive como atividade que engendra novas formações psíquicas é preciso que ela se complexifique em forma e conteúdo, o que não ocorre natural e espontaneamente, mas depende de mediações educativas. Sendo assim, por meio de um estudo teórico e uma pesquisa empírica, buscamos as respostas para as seguintes questões: Quais são as mediações educativas necessárias para que isso ocorra? De que maneira o professor pode intervir na brincadeira de papéis para promover o desenvolvimento da criança? Dessa forma, revelam-se de extrema importância as pesquisas voltadas ao trabalho pedagógico na educação infantil, de modo que contribuam para a compreensão do desenvolvimento e da aprendizagem infantil no contexto da brincadeira de papéis a partir da mediação do professor, como condição para o planejamento das atividades a serem desenvolvidas com as crianças. Considerando essa problemática, delimitamos como objeto de investigação nessa pesquisa a relação entre ação educativa na escola de educação infantil e o desenvolvimento da atividade de brincadeira de papéis. Com efeito, buscamos com essa pesquisa oferecer caminhos possíveis de intervenção pedagógica nas brincadeiras de papéis em situação escolar. O modelo de intervenção explorado no presente trabalho não é pensado como único caminho possível e, sim, uma oportunidade de trazer a temática à baila e propor futuras discussões. Acreditamos que o experimento formativo realizado atendeu à principal atribuição da educação escolar que é promover situações de ensino para que as crianças passem a estabelecer relações com a realidade, ao mesmo tempo em que elucidou possibilidades de intervenção direta e indireta na brincadeira infantil.
The present research deals with the problem of the intentional intervention of the preschool teacher in the role play of children of preschool age (about 3-6 years) and has the main objective to explore possibilities of intervention in the play activity carried out in childhood of direct and indirect nature, that is, in the development of the ludic plot itself and through linked educational actions that broaden the circle of contacts of the child with social practice. In order for the play to be effective as an activity that engenders new psychic formations, it must be complexed in form and content, which does not occur naturally and spontaneously, but depends on educational mediations. Therefore, through a theoretical study and an empirical research we aim to answer what are the educational mediations necessary for this to occur? How can the teacher intervene in role playing to promote the development of the child? Thus, it is important to carry out research aimed at the pedagogical work in children's education that contribute to understand how development and the child's learning happens in the context of the role play from the teacher's mediation, as a condition for the planning of the activities to be developed with children. Considering this problematic, we delimit with object of investigation in this research the relation between educative action in the school of infantile education and the development of the activity of play of papers. In fact, we seek with this research to offer possible paths of pedagogical intervention in the role play in school situation. The intervention model explored in the present work is not thought as the only possible way, but rather an opportunity to bring the theme to the dance and to propose future discussions. We believe that the training experiment accomplished the main attribution of school education that is to promote teaching situations so that children begin to establish relationships with reality, while at the same time elucidating possibilities of direct and indirect intervention in children's play.
The present research deals with the problem of the intentional intervention of the preschool teacher in the role play of children of preschool age (about 3-6 years) and has the main objective to explore possibilities of intervention in the play activity carried out in childhood of direct and indirect nature, that is, in the development of the ludic plot itself and through linked educational actions that broaden the circle of contacts of the child with social practice. In order for the play to be effective as an activity that engenders new psychic formations, it must be complexed in form and content, which does not occur naturally and spontaneously, but depends on educational mediations. Therefore, through a theoretical study and an empirical research we aim to answer what are the educational mediations necessary for this to occur? How can the teacher intervene in role playing to promote the development of the child? Thus, it is important to carry out research aimed at the pedagogical work in children's education that contribute to understand how development and the child's learning happens in the context of the role play from the teacher's mediation, as a condition for the planning of the activities to be developed with children. Considering this problematic, we delimit with object of investigation in this research the relation between educative action in the school of infantile education and the development of the activity of play of papers. In fact, we seek with this research to offer possible paths of pedagogical intervention in the role play in school situation. The intervention model explored in the present work is not thought as the only possible way, but rather an opportunity to bring the theme to the dance and to propose future discussions. We believe that the training experiment accomplished the main attribution of school education that is to promote teaching situations so that children begin to establish relationships with reality, while at the same time elucidating possibilities of direct and indirect intervention in children's play.
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Palavras-chave
Brincadeira de papéis, Educação Infantil, Intervenção pedagógica, The role play, Child education, Pedagogical intervention