O papel da intervenção pedagógica nas brincadeiras de papéis sociais para o desenvolvimento da criança em idade pré-escolar
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Data
2020-02-27
Autores
Oliveira, Isabela Gonçalves de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente dissertação é resultado da pesquisa de Mestrado desenvolvida no Programa de Pós-Graduação em Educação, junto à linha de pesquisa Teoria e Práticas Pedagógicas, da Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP), Campus de Marília, São Paulo. Tal pesquisa objetivou compreender o papel da intervenção pedagógica nas brincadeiras de papéis sociais para o desenvolvimento da criança em idade pré-escolar. “Qual é o papel do professor de Educação Infantil para potencializar o desenvolvimento das crianças por meio das brincadeiras de papéis sociais?” foi a questão norteadora da pesquisa, que se caracteriza como descritiva e utilizou, como procedimento metodológico, a pesquisa bibliográfica. A análise dos dados gerados foi conduzida por meio da interpretação do conteúdo apreendido pela pesquisa bibliográfica à luz do aporte teórico da Teoria histórico-cultural em seus autores clássicos e contemporâneos que estudam a brincadeira de papéis sociais como meio essencial para o desenvolvimento infantil, bem como o papel do professor na intervenção na brincadeira de papéis sociais de forma a potencializar esse desenvolvimento. Primeiramente, foi discutido o desenvolvimento psíquico da criança do nascimento até os três anos de idade, período em que ocorrem as premissas da brincadeira de papéis sociais e o início da formação da personalidade e da inteligência da criança. Posteriormente, foi apresentado o desenvolvimento da criança pré-escolar em sua atividade principal, a brincadeira de papéis sociais, compreendida como essencial ao desenvolvimento infantil. E, por fim, buscou-se compreender o papel da intervenção pedagógica durante a brincadeira de papéis sociais por meio da ação do professor realizada de forma intencional e planejada para enriquecer a brincadeira de papéis sociais das crianças e potencializar o desenvolvimento infantil. Ao finalizar a pesquisa, foi possível concluir que a brincadeira de papéis sociais se configura como canal de desenvolvimento da psique infantil e que, mediante uma ação intencional e planejada do professor ao preparar o espaço e o tempo e ampliar o repertório cultural infantil, é possível que a criança avance no modo de realização da brincadeira de papéis sociais, em graus cada vez mais complexos, ativando e desenvolvendo funções psíquicas que elevam seu nível de desenvolvimento.
The present dissertation is the result of the Master's research developed in the Graduate Program in Education, along the line of research Theory and Pedagogical Practices, of the São Paulo State University “Júlio de Mesquita Filho” (UNESP), Campus de Marília, São Paulo. Such research aimed to understand the role of pedagogical intervention in playing social roles for the development of pre-school children. "What is the role of the Early Childhood Education teacher to enhance the development of children through playing social roles?" was the guiding question of the research, characterized as descriptive, using, as a methodological procedure, the bibliographic research. The analysis of the generated data was conducted through the interpretation of the content apprehended by the bibliographic research, considering the theoretical contribution of the Cultural-historical theory in its classic and contemporary authors who study the play of social roles as an essential means for child development, as well as the role of the teacher in the intervention in playing social roles in order to enhance this development. First, the child's psychological development from birth to three years of age was discussed, a period in which the premises of playing social roles and the beginning of the child's personality and intelligence formation begin. Subsequently, the development of pre-school children in their main activity was presented, playing social roles, understood as essential to child development. And, finally, we sought to understand the role of pedagogical intervention during the play of social roles through the action of the teacher carried out intentionally and planned to enrich the play of social roles of children and enhance child development. At the end of the research, it was concluded that the play of social roles is configured as a channel for the development of the children's psyche and that, through an intentional and planned action by the teacher when preparing space and time and expanding the children's cultural repertoire, it is possible that the child progresses in the way of playing social roles, in increasingly complex degrees, activating and developing psychic functions that raise his level of development.
The present dissertation is the result of the Master's research developed in the Graduate Program in Education, along the line of research Theory and Pedagogical Practices, of the São Paulo State University “Júlio de Mesquita Filho” (UNESP), Campus de Marília, São Paulo. Such research aimed to understand the role of pedagogical intervention in playing social roles for the development of pre-school children. "What is the role of the Early Childhood Education teacher to enhance the development of children through playing social roles?" was the guiding question of the research, characterized as descriptive, using, as a methodological procedure, the bibliographic research. The analysis of the generated data was conducted through the interpretation of the content apprehended by the bibliographic research, considering the theoretical contribution of the Cultural-historical theory in its classic and contemporary authors who study the play of social roles as an essential means for child development, as well as the role of the teacher in the intervention in playing social roles in order to enhance this development. First, the child's psychological development from birth to three years of age was discussed, a period in which the premises of playing social roles and the beginning of the child's personality and intelligence formation begin. Subsequently, the development of pre-school children in their main activity was presented, playing social roles, understood as essential to child development. And, finally, we sought to understand the role of pedagogical intervention during the play of social roles through the action of the teacher carried out intentionally and planned to enrich the play of social roles of children and enhance child development. At the end of the research, it was concluded that the play of social roles is configured as a channel for the development of the children's psyche and that, through an intentional and planned action by the teacher when preparing space and time and expanding the children's cultural repertoire, it is possible that the child progresses in the way of playing social roles, in increasingly complex degrees, activating and developing psychic functions that raise his level of development.
Descrição
Palavras-chave
Educação, Educação infantil, Brincadeira de papéis sociais, Intervenção pedagógica, Teoria histórico-cultural, Education, Child education, Social role-play, Pedagogical intervention, Cultural-historical theory