A brincadeira como princípio orientador na organização do trabalho pedagógico na educação infantil

• Ano de defesa: 2020
• Autor(a) principal: Gnoatto, Patrícia
• Orientador(a): Umbelino, Janaina Damasco
• Banca de defesa: Umbelino , Janaina Damasco , Santos , Franciele Soares dos , Araujo , Elaine Sampaio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Francisco Beltrão
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Atividade do brincar; Pré-Escola; Educação Infantil; Teoria Históricocultural
• Palavras-chave em Inglês: Activity of Playing; Pre School; Children education; Historical-cultural theory
• Área do conhecimento CNPq: EDUCAÇÃO:TÓPICOS ESPECÍFICOS DE EDUCAÇÃO
• Link de acesso: http://tede.unioeste.br/handle/tede/5156

This research is part of the studies accomplished by the Research Group on Teaching, Learning and Historical-Cultural Theory (GEPEAThc) and from the Graduate Program in Education of the Universidade Estadual do Oeste do Paraná-UNIOESTE. The theoretical foundation is based on the Historical-Cultural Theory and this research is a case study in the Pre School classes II of the educational institutions of Itapejara D'Oeste / PR. The object of study is the playing activity as a didactic methodological axis, and as the thematic, the activity of playing.The main objective is to analyze how the activity of playing and the pedagogical work is articulated in Pre School II - Early Childhood Education classes, in the city of Itapejara D’Oeste - Paraná. From this object of study and based on the main authors of the theory (Vigotski, Leontiev, Elkonin, Mukhina), we understand the characteristics of the development of Pre School children and the elements of Historical-Cultural Theory for the activity of playing; We characterize what is the main activity, playing as the main activity and what is the importance of playing for children´s development; We identified how the activity of playing is organized in the city documents and legislation for Early Childhood Education; We analyzed how teachers organize the activity of playing in Pre School II classes offered in public schools; We identified the teachers' understanding of the importance that the activity of playing has for the Pre School II children; and, finally, we analyze how the activity of playing is understood as a didactic-methodological resource by the teachers of Pre School II. Through our study, we understand that the activity of playing is not spontaneous in children, but the result of the historical construction of the group of people and it is organized inside social relations. In view of the analysis of the collected data, it´s possible to claim that playing activities are articulated as a didactic-methodological resource in the organization of the educational work of the institutions, however, the understanding that the professionals of these institutions have about the activity of playing presupposes a spontaneistic view of its appearance in the child. However, for playing activities to become a guiding principle of pedagogical work and for this activity to really take place, teachers need to be prepared, organize the time and space in which the activity will happen, select objects that make up the playing activities, as well as the content that will be developed.