O brincar nas diretrizes curriculares municipais da educação infantil de Uberlândia/MG
| Ano de defesa: | 2024 |
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| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de Uberlândia
Brasil Programa de Pós-graduação em Educação |
| Programa de Pós-Graduação: |
Não Informado pela instituição
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| Departamento: |
Não Informado pela instituição
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| País: |
Não Informado pela instituição
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| Palavras-chave em Português: | |
| Link de acesso: | https://repositorio.ufu.br/handle/123456789/44956 http://doi.org/10.14393/ufu.di.2024.5184 |
Resumo: | This dissertation is part of the Research Line of Knowledge and Educational Practices of the Graduate Program in Education at the Federal University of Uberlândia (UFU-MG) and aims to analyze how play is addressed in the Municipal Curriculum Guidelines for Early Childhood Education of the Municipal Network of Uberlândia-MG (DCMEI-UDI), and how these guidelines guide the work of teachers through a study under the light of Historical-Cultural Psychology (PHC). From the perspective of Historical-Cultural Psychology, play is understood as a fundamental element for the development of human qualities in childhood. The study seeks to understand how the human being is constituted and humanized through their experiences, considering the cultural and psychological aspects of the context in which they are inserted. Play, as a dominant activity in childhood, especially symbolic play, is crucial for the construction of the child as a subject in constant development. The research also investigates the role of the school as an agent of socialization, providing learning experiences that contribute to the development of the child's intelligence, language, and thinking. Using qualitative documentary analysis as a methodology, the study carefully explores the Municipal Curriculum Guidelines for Early Childhood Education of Uberlândia-MG, with a primary focus on play. In this sense, we outline the paths taken to finalize the document, analyze the approach of the guidelines from the perspective of PHC, the fields of experience, the learning objectives, discuss the structuring axes of early childhood education, provide insights into teacher training from this perspective, the six rights of learning, and examine the diverse fields of experience such as "Regional and Local Cultures: Cultural Experiences in Childhood" and "Socioemotional Skills" from the DCMEI-UDI, as well as a look at special education highlighted in the document, and the principles that drive pedagogical work in Early Childhood Education within the municipal education network. From the considerations and analysis of these elements in the document, we perceive that the act of play is recognized as an essential activity for the integral development of children, but it is not highlighted as their main activity; thus, some gaps in the writing process were observed that need to be reviewed, as they may generate various inquiries and misconceptions by professionals who use this document as a guide for their work. We emphasize the importance of the role of teachers and, in this context, how vital and necessary continuous investment in their training and support is. The research contributes to the understanding of the importance of play and offers subsidies for improving educational practices in early childhood education, opening pathways for future research that explores different contexts and deepens the understanding of the role of play in child development. It not only endorses the debate on the importance of play in Early Childhood Education but also highlights the relevance of carefully and fundamentally considering the Municipal Curriculum Guidelines of Uberlândia-MG, which will guide teaching practices at this level of education. |