Significados do brincar para o desenvolvimento emocional do bebê

• Ano de defesa: 2022
• Autor(a) principal: Gonçalves, Danielle Menezes de Oliveira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação Física; Programa Associado de Pós Graduação em Educação Física (UPE/UFPB); UFPB
• Palavras-chave em Português: Psicologia do desenvolvimento; Educação física; Pedagogia da corporeidade; Bebê; Psicanálise - Winnicott; Physical Education; Pedagogy of corporality; Baby; Psicanálise Winnicottiana; Winnicottian Psychoanalysis; Psicología del Desarrollo; Educación Física; Pedagogía de la Corporeidad; Bebé; Psicoanálisis Winnicottiana; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/26687

This research argues that babies' play arises from the relational context and as a response to situations that happen to them, and that babies' actions are interwoven with subjective processes. The thesis is that early childhood education, particularly nurseries, when aiming at the development of babies, collaborates little when it does not favor playful movement situations. The general goal of the research was: to analyze the meanings of situations of movement and play for the emotional development of babies, unfolding into the following specific objectives: a) to identify and categorize the games created by babies enrolled in the Reference Centers for Early Childhood Education (CREI's) of the education system in the city of João Pessoa/PB; b) to analyze, based on movement situations, how the relationships between teacher/caregiver and baby are established in the nursery routine; c) to unveil the ambiances generated in movement situations and their influences on the emotional development of babies. This is a qualitative, exploratory, and descriptive field research, with direct observation and application of the "semiotic scriptural" analysis method, from the Pedagogy of Corporality. During eight months, 80 babies were observed, in the nurseries of CREI's Arthur Belarmino and Roberto Vieira, from the school system of the municipality of João Pessoa/PB. The following techniques were used: direct observation of the babies' play, filming of 60 hours of recording, observation script, and field diary, through the analysis of the babies' actions: interest, manipulation, and disinterest in the object, as well as the adults' actions: holding, handling and presenting. In relation to the three levels of meaning: action, semantic and hermeneutic, four types of Situations of Movement (SM) were found, two from the babies' students: SM play and SM not play, and two from the teaching activity: favorable teaching SM and unfavorable teaching SM. The results show that the SM not playing was more evident, since the baby wants to play, but does not always find sufficient conditions. The ambiance generated in the SM not playing was "attempt" and "frustration". When the baby creates situations of playing movement, he experiences fruition; then, involved with the object, or with his own body, he abstracts himself from the surroundings, surrendering to the ambiance of distraction, of satisfaction, of getting involved, in short, of enjoying the experience of being and repeating this experience as many times as he wants. The discussions highlight that often experiencing the ambiance of trial and frustration can result in reactive, apathetic, uncreative behavioral tendencies. However, if the adult understands the languages being communicated by babies through their codes and adapts to the communicated needs, the chances of achieving a routine with more ambiances of interest, entertainment, concentration, and repetition are significantly increased. This will lead the baby to a more confident, inventive way of acting and, thus, will favor emotional maturation.