O brincar na escola: manifestações e perspectivas culturais

• Ano de defesa: 2002
• Autor(a) principal: Lamb, Marcelo Eder
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Educação; Ensino; Cultura; Prática educativa; Escola; Recreação; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/17823

By observing that playing at school reduced itself to the repetition of playings or was free realized, without any pedagogical intervention, it awaked in us the interest of search the pedagogical perspectives include in the different cultural ways through which playing appears in the educational acts in a public Educational Institution from “São Pedro do Sul”. We substantiated our study in the following authors: Leontiev (1988), Vigotsky (1988), Brougère (1994), who speak about playing; Ayalla (1995), Brandão (1985), Fávero (1983) that deal witch culture; Paulo Freire, who speaks about education and its importance; Trebells (1992), about “to move”; and in Adorno (1995), that works with emancipation. The people that participated were the teachers of Childish Education and the first grades of Primary School. There happened group interviews (Group Discussion). This least had the objective of building strategies for the modification of the way that playing have been found in the educational practices. We concluded that teachers seem don’t know their role in the playing process. What predominate is the free play in the playing process. What predominate is the free play in the playtime, as well as in the Phisical Education classes. On the other hand, in classroom, the playing process seems to have the function of helping the learning of some contents. Teachers can’t also understand the importance of playing for the children. Based on the Group Discussions, it was possible to identify some increasing in the understanding of the importance of playing and creating strategies, some of them are: to create situations of playing; linking children, family and school; besides of the creation of “controlled playtime”.