Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Melo, Camila Ericka Andrade de
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| Orientador(a): |
Teixeira, Rosiley Aparecida |
| Banca de defesa: |
Teixeira, Rosiley Aparecida,
Panizzolo, Claudia,
Vercelli, Ligia de Carvalho Abões,
Spigolon, Nima Imaculada,
Cavalcanti, Patricia Aparecida Bioto |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação Profissional em Gestão e Práticas Educacionais
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| Departamento: |
Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/2371
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Resumo: |
The present study has as object of research the Games in the Early Years of Elementary School. It was based on the premise that, when entering elementary school, games are almost prohibited in the educational environment due to the conventional process of literacy. Soon, the following concerns emerged that motivated and guided the development of this research: Is it possible to play in the school context of the Literacy Cycle? If so, at what time and how are the games? How do children perceive playing in the school context of the Literacy Cycle? Does the culture of playing present in the children's social context influence the experience of playing in the school context? With the questions listed, the general objective was to analyze how games and games are included in the school context of two classes of the third year of the Early Years of Elementary School. The specific objectives consisted of: identifying the moments reserved for games at school; to verify how actions related to playing take place in the Literacy Cycle; understand the perception of children related to the decrease or increase in the possibilities of playing in the school context of the 3rd year of the Literacy Cycle; and to identify whether the culture of playing, present in the children's social context, influences the experience of playing in the school context. Based on the objectives presented, the research was developed according to a qualitative approach. The instruments of the Critical Communicative Methodology were taken as a basis, which implied observation of school practices, communicative reports of daily life and communicative discussion groups, as well as the children’s spellings and drawing records. A municipal school that attends elementary school located in Suzano, metropolitan region of the State of São Paulo, was defined as the research universe. The subjects involved were forty-two children enrolled in two classes of the 3rd year of elementary school. The main results achieved with this study demonstrated that in the school studied, within the context of the classes analyzed, the delimited physical spaces and school practices existing during the Initial Year of Elementary School contribute for the reduction of actions related to games. It was also noted the relevance of considering children as social actors and, thus, listening to their different languages related to the object of study. In this study, they expressed, through different languages, the lack of being able to play freely in the school environment, demonstrating, in many moments, the ability to detach themselves from rules and standards imposed to satisfy their childish longings. Finally, it was concluded that it is necessary to expand the look at the actions of playing beyond Early Childhood Education, since the subjects belonging to the Early Years of Elementary School are also children. |
