O brincar livre na educação infantil : da diversão à garantia de direito(s)

• Ano de defesa: 2018
• Autor(a) principal: Veríssimo, Ana Carolina Brandão
• Orientador(a): Santos, Andréia Mendes dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Brincar Livre; Infâncias; Direito da Criança; Educação Infantil
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/8078

The present work has as its main theme the right to free play in childhood, based on the analysis of which ways this right has been guaranteed in the pedagogical proposal of early childhood education, from a look at a Marist Education network in city of Porto Alegre /RS. This study is justified because it is taken as a reference that the main characteristic of childhood is a singularity of each child and the premise that as little children play, they do develop, make their concepts, create, share, project themselves, reproduce the reality and express their feelings and, as the Early Childhood Education is one of the first places where children socialize,it becomes a review on a relationship between play (free) and Early Childhood Education. Thus, the theoretical reference used is based on Barbosa (2006); Dolto (2007); Fortuna (2007; 2010); Horn (2003), Pinto and Sarmento (1997), Kishimoto (2013); Dornelles (2001) among others. In the empirical research, qualitative exploratory methodology was adopted, using as instruments for data collection, semi-structured interviews with six teachers who work in the Marista Children's Education, as well as the documentary analysis of 30-day weekly planning that preceded the interviews. The analyzes were made based on the assumptions of the Content Analysis of Bardin (2011) and sought to understand how free play is inserted in the curriculum, how the times and spaces are organized for free play as well as foreseen these moments within the pedagogical proposal of Early Childhood Education. Thus, four categories of analysis were defined: play, time, space and pedagogical proposal that, in a joint way, dialogue among themselves in the discussion about free play in early childhood education. The results showed an extreme appreciation of free play by the educators, understanding this moment as learning and training, understanding that it is through playing as children develop. In addition, through the guidelines modifications of martista early childhood education schools and the contributions of Reggio Emilia in the pedagogical proposal of this network of education, it was possible to perceive as conceptions that these teachers have for the space of formation, creation and socialization.