A atividade de brincar na pré-escola: possibilidades de enfrentamento da alienação social a partir de um trabalho educativo em uma perspectiva humanizadora
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Data
2019-07-15
Autores
Nunes, Rodrigo Lima [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Vinculada à linha de pesquisa “Processos formativos, infância e juventude” do Programa de Pós-graduação em Educação da UNESP – Presidente Prudente, esta pesquisa teve como objetivo engendrar possibilidades pedagógicas teórico-práticas para o ensino da brincadeira de papéis sociais, com vistas ao enfrentamento das relações sociais tendencialmente alienadas e alienantes que subjazem o desenvolvimento dos educandos na pré-escola. Defendeu-se a tese de que uma atividade de ensino da brincadeira de papéis sociais estruturada e efetivada a partir de uma prática pedagógica direta e intencional, baseada em uma práxis científica educativa que toma os pressupostos do Materialismo Histórico e Dialético, Teoria Histórico-Cultural e Pedagogia Histórico-Crítica, possibilita o enfrentamento das tendências alienadas e alienantes que se fazem presentes no desenvolvimento da consciência dos alunos quando da realização desta atividade, levando-os a um desenvolvimento humanizador. Configurou-se como uma pesquisa interventiva-formativa, na qual foram realizados momentos de estudos teóricos acerca desse fenômeno social no contexto da educação infantil, observação sistemática das aulas de uma turma de pré-2 com cerca de vinte e cinco crianças de uma instituição localizada na cidade de Presidente Prudente, realizando uma análise inicial do contexto na qual a pesquisa seria efetivada, bem como, se haviam momentos destinados a brincadeira de papéis sociais, além de momentos de experimentação formativa com tal atividade, organizadas e orientadas de forma intencional e direta, a partir de uma perspectiva que buscou a não reprodução de relações sociais tendencialmente alienadas durante sua realização. Explicitamos que houve a possibilidade de tal enfrentamento, tendo em vista a evidência de que a atividade de ensino da brincadeira infantil orientada pelos cinco momentos da prática pedagógica histórico-crítica (prática social inicial/ problematização/ instrumentalização/ catarse/ prática social requalificada), ofereceu condições de um desenvolvimento humanizador, menos alienado, da consciência das crianças que se encontravam na situação social de desenvolvimento referente à infância pré-escolar participantes da pesquisa. Portanto, foi comprovado que a brincadeira de papéis sociais, em âmbito escolar, deve se efetivar como atividade de brincar. Para que isso aconteça, o professor deve atuar construindo situações de ensino que criem interesses nas crianças, para que elas reconstruam durante a atividade temas e conteúdos pautados em tendências humanizadoras, seja com a utilização de vídeos, seja com contação de histórias, visitas a diferentes locais, e etc., a partir de materiais ou situações criticamente selecionados; organizando o espaço e os materiais a serem utilizados de forma a orientar o processo de realização da atividade (sem prejudicar a possibilidade de imaginação da criança com um ambiente demasiadamente carregado de materiais); distribuindo e organizando os papéis sociais a serem representados pelas crianças seja no início, seja durante a brincadeira; por fim, agindo de forma intencional durante a atividade enriquecendo as regras e possibilidades de realização dos modelos de relação social, seja como personagem lúdico, seja atuando a partir de ações orientadoras ludopedagógicas, levando as crianças a vivenciarem situações carregadas de tendências humanizadoras, contrárias à alienação cotidiana presente nas relações sociais capitalistas. Palavras chave: Brincadeira de papéis sociais. Alienação. Humanização. Educação préescolar. Pedagogia Histórico-Crítica. Teoria Histórico-cultural.
Being linked to the research line “Formative Processes, childhood and youth” of the Postgraduate Program in Education of UNESP - Presidente Prudente, this research aimed to build theoretical and practical pedagogical possibilities for the teaching of Social Roleplaying games with purpose of confronting the alienated and alienating social relations that are present in the development of preschool students. It was defended the thesis that a teaching activity of Social Roleplaying games, structured and carried out from a direct and intentional pedagogical practice and based on an educational scientific praxis that takes the assumptions of Historical and Dialectical Materialism, Historical-Cultural Theory and Historical-Critical Pedagogy, enables the confrontation of alienated and alienating tendencies that are present in the development of students' consciousness when they perform this activity, leading them to a humanizing development. The work was configured as an intervention-formative research, in which moments of theoretical studies were conducted about this social phenomenon in the context of early childhood education, systematic observation of the classes of a pre-2 class with about twenty-five children from a institution located in the city of Presidente Prudente, in order to confront the theoretically raised data about this context and analyze if there were moments destined to Social Roleplaying games, as well as moments of formative experimentation with this activity, organized and intentionally directed in a perspective that seeks the nonreproduction of alienated social relations during their realization. We afirm there is the possibility of such confrontation, based on the evidence that the activity of teaching children's play guided by the five moments of historical-critical pedagogical practice (initial social practice / problematization / instrumentalization / catharsis / requalified social practice) offered conditions of a humanizing development, less alienated, of the consciousness of the students who were in the social situation of development concerning preschool childhood. Therefore, it was analyzed that the Social Roleplaying games, in school, should be effective as a play activity. For this to happen, the teacher should act building teaching situations that create interests enabling children to reconstruct during the activity themes and content based on humanizing trends, with the use of videos, storytelling, visits to different locations, etc., critically chosen; organizing the space and materials to be used in order to guide the process of carrying out the activity (without impairing the imagination of the child with an environment overloaded with materials); distributing and organizing the social roles to be played at the beginning and during play; Finally, acting intentionally during the activity enriching the rules and possibilities of realization of social relationship models, whether as a playful character or acting from ludo-pedagogical guiding actions, leading children to experience situations full of humanizing tendencies, contrary to the daily alienation present in capitalist social relations. Keywords: Social Roleplaying games. Alienation. Humanization. Childhood education. Critical-Historical Pedagogy. Cultural-Historical Theory.
Being linked to the research line “Formative Processes, childhood and youth” of the Postgraduate Program in Education of UNESP - Presidente Prudente, this research aimed to build theoretical and practical pedagogical possibilities for the teaching of Social Roleplaying games with purpose of confronting the alienated and alienating social relations that are present in the development of preschool students. It was defended the thesis that a teaching activity of Social Roleplaying games, structured and carried out from a direct and intentional pedagogical practice and based on an educational scientific praxis that takes the assumptions of Historical and Dialectical Materialism, Historical-Cultural Theory and Historical-Critical Pedagogy, enables the confrontation of alienated and alienating tendencies that are present in the development of students' consciousness when they perform this activity, leading them to a humanizing development. The work was configured as an intervention-formative research, in which moments of theoretical studies were conducted about this social phenomenon in the context of early childhood education, systematic observation of the classes of a pre-2 class with about twenty-five children from a institution located in the city of Presidente Prudente, in order to confront the theoretically raised data about this context and analyze if there were moments destined to Social Roleplaying games, as well as moments of formative experimentation with this activity, organized and intentionally directed in a perspective that seeks the nonreproduction of alienated social relations during their realization. We afirm there is the possibility of such confrontation, based on the evidence that the activity of teaching children's play guided by the five moments of historical-critical pedagogical practice (initial social practice / problematization / instrumentalization / catharsis / requalified social practice) offered conditions of a humanizing development, less alienated, of the consciousness of the students who were in the social situation of development concerning preschool childhood. Therefore, it was analyzed that the Social Roleplaying games, in school, should be effective as a play activity. For this to happen, the teacher should act building teaching situations that create interests enabling children to reconstruct during the activity themes and content based on humanizing trends, with the use of videos, storytelling, visits to different locations, etc., critically chosen; organizing the space and materials to be used in order to guide the process of carrying out the activity (without impairing the imagination of the child with an environment overloaded with materials); distributing and organizing the social roles to be played at the beginning and during play; Finally, acting intentionally during the activity enriching the rules and possibilities of realization of social relationship models, whether as a playful character or acting from ludo-pedagogical guiding actions, leading children to experience situations full of humanizing tendencies, contrary to the daily alienation present in capitalist social relations. Keywords: Social Roleplaying games. Alienation. Humanization. Childhood education. Critical-Historical Pedagogy. Cultural-Historical Theory.
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Palavras-chave
Brincadeira de papéis sociais, Alienação, Humanização, Educação pré-escolar, Pedagogia histórico-crítica, Teoria histórico-cultura, Social roleplaying games, Alienation, Humanization, Childhood education, Critical-historical pedagogy, Cultural-historical theory