A inclusão de crianças de 6 anos no ensino fundamental: um estudo do brincar à luz das políticas públicas de educação

• Ano de defesa: 2012
• Autor(a) principal: Delfin, Andréa Soares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cidade de São Paulo; Brasil; Pós-Graduação; Programa de Pós-Graduação Mestrado em Educação; UNICID
• Palavras-chave em Português: Políticas públicas de educação; Inclusão escolar; Ensino fundamental; Public policy of education; Inclusion; Education, primary; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/163

This work studies how to play with children in Fundamental teaching to the nine year old child by the authors like Piaget, Vygotsky, Huizinga, Brougère, Friedmann, Silva, Kishimoto, Machado and others, laws, directrixes and orientations from the competent organs, field research with teachers and participant observation. The Fundamental teaching ampliation to the nine years old child has opened contests about the kind reception to these children, evaluation, space organization, curriculum, pedadogical treatment and the guarantee to play as a fundamental child right.The authors, the legal documents and our participant research aims at playing contributes to the development and child expression in physical aspects, emotional, affective, cognitive, linguistic and social like a complete human being and indivisible. The teachers in general notice the ludical importance though the experience and method to stimulate are missing, following and participating the childish play. The concern to accomplish the performance, the parents pressure for the act of teaching to read and a closed curriculum, prompt not considering the age specification, all contributes to a theorical teaching , boring , not pleasant to the child. At schools the time to play is very short by the schedule that gives priority to the act of teaching to read. It’s indispensable to avoid the divergence between playing and learning. The child learns playing, relaxes, creates, builds , imagines , thinks what prepares him or her to perform the school projects better in the classroom . The child needs to live the childhood completely and the act of teaching to read demanding can’t distort and limit child’s time and space to play.