O brinquedo na creche na visão de graduandos de pedagogia
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Data
2020-02-27
Autores
Sgavioli, Ana Júlia Ribeiro [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Base Nacional Comum Curricular, publicada em 2017, ressalta a importância da organização de atividades educacionais para contemplar aprendizagens específicas nas diferentes etapas da Educação Básica, dentre elas, com bebês, considerados na faixa etária de zero a 18 meses. Esse mesmo documento, endossando anteriores, ressalta a importância das brincadeiras, em conjunto com as interações, como eixo norteador na Educação Infantil. Mas, qual o entendimento que os futuros professores têm sobre o uso do brinquedo como atividade educativa junto a esse público? Para buscar respostas a esta pergunta a pesquisa foi desenvolvida verificando e analisando a percepção dos graduandos de Pedagogia sobre o uso do brinquedo com bebês na educação infantil. Participaram da pesquisa 937 alunos matriculados nos cursos de graduação em Pedagogia de uma universidade pública do Estado de São Paulo. A coleta de dados foi realizada através de um questionário, com questões fechadas, elaborado com base na bibliografia da área, tratando dos seguintes temas: formação acadêmica; seu papel para a atuação junto a crianças de zero a um ano e seis meses de idade; diferentes tipos e características de brinquedos usados na educação de bebês, organização de tempo e espaço e participação da criança e do professor. A coleta de dados ocorreu virtual ou presencialmente e os questionários respondidos foram inseridos na plataforma Google. Para a análise dos dados, as questões foram armazenadas em planilha eletrônica sendo que as de múltipla escolha foram tratadas através da estatística descritiva. Para as que usaram a escala Likert de grau de importância (valores de 1 a 5) calculou-se a média das respostas dadas, gerando um valor que correspondia à percepção geral sobre a afirmação feita. As respostas foram divididas em três eixos, o primeiro, discutiu a percepção dos graduandos sobre a importância e inserção do tema brinquedos em sua formação inicial, revelando que os participantes desta pesquisa veem o tema como importante. O eixo seguinte discute e aponta para a necessidade da presença e participação do professor durante as atividades com brinquedo, na percepção dos graduandos e os objetivos a serem comtemplados durante a atividade com a criança. O terceiro considera a presença e o papel do professor como responsável pela proposição de atividades com brinquedo para estimular o desenvolvimento integral do bebê. Compreender atividades com brinquedo como processo de aprendizagem que engloba o uso desse objeto de forma intencional, é o que caracteriza a creche como primeira etapa da educação infantil. Com isto, a pesquisa contribui para estudos da área de Educação Infantil, mais especificamente a etapa da creche, oferecendo aos cursos de pedagogia maior reflexão acerca dos temas de desenvolvimento infantil, estimulação do desenvolvimento psicomotor através do brinquedo e aprendizagem.
The Common National Curriculum Base, published in 2017, emphasizes the importance of organizing educational activities to contemplate specific learning in the different stages of Basic Education, among them, with babies, considered in the age range of zero to 18 months. This same document, endorsing previous ones, emphasizes the importance of games, together with interactions, as a guiding axis in Early Childhood Education. But what understanding do future teachers have of the use of toys as an educational activity with this public? In order to find answers to this question, the research was carried out verifying and analyzing the perception of the students of Pedagogy about the use of toys with babies in early childhood education. A total of 937 students enrolled in the Pedagogy undergraduate courses of a public university in the State of São Paulo participated in the research. The data collection was done through a questionnaire, with closed questions, elaborated based on the bibliography of the area, dealing with the following themes: academic formation; its role in acting with children from zero to one year and six months of age; different types and characteristics of toys used in the education of babies, organization of time and space and participation of the child and the teacher. The data collection took place either virtually or in person and the questionnaires answered were inserted in the Google platform. For data analysis, the questions were stored in spreadsheets and the multiple-choice questions were treated through descriptive statistics. For those who used the Likert scale of degree of importance (values from 1 to 5) the average of the answers given was calculated, generating a value that corresponded to the general perception about the statement made. The answers were divided in three axes, the first one discussed the perception of the students about the importance and insertion of the theme toys in their initial formation, revealing that the participants of this research see the theme as important. The following axis discusses and points to the need for the presence and participation of the teacher during the activities with toys, in the perception of the students and the objectives to be contemplated during the activity with the child. The third considers the presence and role of the teacher as responsible for proposing activities with toys to stimulate the integral development of the baby. Understanding activities with toys as a learning process that includes the intentional use of this object is what characterizes the day care center as the first stage of children's education. With this, the research contributes to studies in the area of Early Childhood Education, more specifically the stage of daycare, offering the pedagogy courses more reflection on issues of child development, stimulation of psychomotor development through the toy and learning.
The Common National Curriculum Base, published in 2017, emphasizes the importance of organizing educational activities to contemplate specific learning in the different stages of Basic Education, among them, with babies, considered in the age range of zero to 18 months. This same document, endorsing previous ones, emphasizes the importance of games, together with interactions, as a guiding axis in Early Childhood Education. But what understanding do future teachers have of the use of toys as an educational activity with this public? In order to find answers to this question, the research was carried out verifying and analyzing the perception of the students of Pedagogy about the use of toys with babies in early childhood education. A total of 937 students enrolled in the Pedagogy undergraduate courses of a public university in the State of São Paulo participated in the research. The data collection was done through a questionnaire, with closed questions, elaborated based on the bibliography of the area, dealing with the following themes: academic formation; its role in acting with children from zero to one year and six months of age; different types and characteristics of toys used in the education of babies, organization of time and space and participation of the child and the teacher. The data collection took place either virtually or in person and the questionnaires answered were inserted in the Google platform. For data analysis, the questions were stored in spreadsheets and the multiple-choice questions were treated through descriptive statistics. For those who used the Likert scale of degree of importance (values from 1 to 5) the average of the answers given was calculated, generating a value that corresponded to the general perception about the statement made. The answers were divided in three axes, the first one discussed the perception of the students about the importance and insertion of the theme toys in their initial formation, revealing that the participants of this research see the theme as important. The following axis discusses and points to the need for the presence and participation of the teacher during the activities with toys, in the perception of the students and the objectives to be contemplated during the activity with the child. The third considers the presence and role of the teacher as responsible for proposing activities with toys to stimulate the integral development of the baby. Understanding activities with toys as a learning process that includes the intentional use of this object is what characterizes the day care center as the first stage of children's education. With this, the research contributes to studies in the area of Early Childhood Education, more specifically the stage of daycare, offering the pedagogy courses more reflection on issues of child development, stimulation of psychomotor development through the toy and learning.
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Palavras-chave
Brinquedo, Educação infantil, Formação de professor, Creche, Bebês