Metodologia de projeto: jogos e brincadeiras com crianças em transição da educação infantil para o ensino fundamental

• Ano de defesa: 2023
• Autor(a) principal: Grillo, Wiliane Machado Vargas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Educação Física em Rede Nacional; Centro de Educação Física e Desportos; UFES; Programa de Mestrado Profissional em Educação Física em Rede Nacional
• Palavras-chave em Português: Educação Física; Metodologia de projeto; Movimentos corporais; Jogos e brincadeiras; subject.br-rjbn
• Link de acesso: http://repositorio.ufes.br/handle/10/17227

This study aimed to work with elements of action-research, based on the project methodology, having as object of study the researcher's own teaching practice in a first grade class in the city of Vitória (ES). The overall goal was to develop an alternative teaching experience, mobilizing the content of games and play with children in transition from kindergarten to elementary school in Physical Education classes. The proposal of the content of games and play in the intervention work is presented by the importance of play for the development of children in social interaction, especially in the transition phase. This phase occurs at various times in the individual's life, being considered a period of crisis, and it should be enhanced through a specific look, avoiding disruptions in learning, presenting a space that welcomes and challenges them. Encouraging the students' coparticipation in the decisions during the construction of the class, where they could share the experiences they brought from kindergarten, their fears, anxieties, and expectations they felt when they entered the new teaching level. The classes were built from the experiences of the previous level. The children pointed out in a conversation circle that the EMEF is not as nice as the CMEI. Projecting demands through an open letter, collectively built for the school principal with proposals from the students to improve aspects related to the relationships between subjects, structure, routine, materials, environment. So that the school becomes a more attractive environment in the sense of play and the relationships established in this space that belongs to them. During the intervention work, it was possible to identify the problems faced by children in this transition process and how the project methodology emerges as a teaching alternative that contributed to the identification and development of the children's experiences of body movements in this phase, during Physical Education classes.