?Tia, eu posso brincar agora?? : o lugar dos jogos infantis ? brinquedos e brincadeiras.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2002

RESUMO

In order to investigate the place that the infantile games -toys and games - occupy in the municipal preschool net of Itabuna/Ba, this study describes and analyzes the teacher s practice, its formation and its conception of preschool education, of childhood and child, of playing and working, and also the conception of education preschool constant of the pedagogic project of the institution, looking for establishing and analyzing the relationship and the influence of such factors in the use of infantile games as materials and pedagogic strategy in the development process of the child s learning.It is consent, among theoreticians and educators (v.g. Vygotsky, Piaget etc.) that playing is a need of the child. That, it is had as fundamental that the development and the preschool child s learning, should be reached using the infantile games, in an intentional way, in the pedagogic practice. Though, we took as hypothesis that the use of the infantile games in the pedagogic practice will depend on the teachers formation, on its conception of preschool education, childhood and child, of playing and working, and on the conception of preschool education constant on the pedagogic project of the institution. For that we group the population of preschool institutions in 6 strata, according to its size (number of existent classes) constituting a corresponding intentional sample corresponding of at least 25% of the population of preschool units in each stratum, interviewing 35 teachers acting there and mading systematic observation and photographic registrations of activities developed in 10 preschool classes. About the place ( space and time) that the infantile games occupy in the classrooms, we verified that in more than the half of the schools there aren t external areas for the children s use or these areas are exiguous, and this constitutes either fetters or conditionating for not to use infantile games. But, even in those in that the spaces are more appropriate the intentional use of the infantile games was not verified as pedagogic strategy. Besides, there is a clear advantage of materials of the type of pencil, rubber, primer, color pencil, notebook, copy paper etc. on the toys, that are scarce and are kept out of the children s reach, being its average of just one for child. Starting from the data collected about the teachers initial and continued formation, the apprenticeships, the years of experience, the courses curriculum and the observations of its educational practice, a great disorder was verified among the work requested by the preschool and the formation and the modernization of knowledge in the area of infantile education and especially on the entailment among playing and the child s development. In relation to the teachers conceptions and to the pedagogic schools projects about the infantile education the prevalence of the scholarity anticipatory conception was evidenced so much in the speech as in the educational practice. As regards to the child, a strong tendency of "modeling" the behavior of the small ones was verified, as if they were " adult in miniature " and, in relation to the conception of playing and working, the data revealed that to the teachers playing is recreation activity, therefore not serious and opposed to the "pedagogic activity" work, this one considered as " serious ".

ASSUNTO(S)

brinquedos educativos preschool education educacao pedagogic strategy educação pré-escolar toys and games jogos infantis na educação infantile games

ACESSO AO ARTIGO

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