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Abstract(s)
O brincar no contexto escolar é o tema desta investigação. Procuramos compreender a maneira como as educadoras de infância trabalham a ludicidade no cotidiano escolar. Como valorizam e utilizam a metodologia lúdica na dinâmica do ensinar e do aprender; qual a compreensão lúdica que as professoras têm sobre a metodologia de trabalho desenvolvida com as crianças. Se compreendem as diferentes gerações de crianças com quem lidam cotidianamente, seus contextos sociais e culturais, ou seja, se respeitam suas especificidades e singularidades. Com a intenção de atender ao objetivo proposto, utilizou-se como metodologia a abordagem qualitativa do tipo estudo de caso, em uma unidade escolar da rede municipal de Cabo Frio - RJ, no segundo semestre de 2016, mais precisamente entre os meses de agosto a novembro. Foram selecionadas três professoras com base no período de experiência na educação de infância. Como técnicas de recolha de dados, foram utilizadas a observação direta e o inquérito por entrevista. Todos os registos foram feitos no diário de campo. Para sustentar teoricamente esta investigação fez-se uma revisão da literatura sobre as temáticas em análise, nomeadamente sobre a infância, o brincar e a ludicidade na prática pedagógica, tal como consta no respetivo capítulo e de que damos conta na bibliografia. Os principais resultados apontam dificuldade em valorizar a metodologia lúdica e ausência na articulação entre o saber-fazer na prática das professoras, revelando necessidade de mais formação para melhor apropriação do trabalho a ser desenvolvido com base na ludicidade na educação de infância.
The playing in the educational context is the main theme of this investigation. We've tried to comprehend how the kindergarten teachers work with the ludic in the scholar routine. How they value and utilize the ludic methodology in the dynamics of teaching and learning, what’s the teacher's comprehenson about ludic in the teaching methodology developed with the children. If they understand the different children's generations with whom they deal, its social and cultural context, which means, if they respect its specificities and singularities. With the intention to achieve the proposed objective, we utilized the qualitative aproach, in the case study modality, in a public school unit of Cabo Frio - RJ, in the second semester of 2016, more specificaly beetween the months of august and november. Three teachers were selected based on years of experience with kindergarten teaching. As data collection techniques, direct observation and interview were utilized. All the registration was made in a field journal. In order to theoretically support this research, a literature's review was made about the themes in analisys, about childhood, the playing and the ludicity in the pedagogical practice, as it appears in the respective chapter and in the bibliography. The main results point to difficulties in valuete the ludic methodology and absence of articulation between theory and pratic in teacher's method, revealing the necessity of better formation to improvement of the work based on ludicity in the kindergarten education.
The playing in the educational context is the main theme of this investigation. We've tried to comprehend how the kindergarten teachers work with the ludic in the scholar routine. How they value and utilize the ludic methodology in the dynamics of teaching and learning, what’s the teacher's comprehenson about ludic in the teaching methodology developed with the children. If they understand the different children's generations with whom they deal, its social and cultural context, which means, if they respect its specificities and singularities. With the intention to achieve the proposed objective, we utilized the qualitative aproach, in the case study modality, in a public school unit of Cabo Frio - RJ, in the second semester of 2016, more specificaly beetween the months of august and november. Three teachers were selected based on years of experience with kindergarten teaching. As data collection techniques, direct observation and interview were utilized. All the registration was made in a field journal. In order to theoretically support this research, a literature's review was made about the themes in analisys, about childhood, the playing and the ludicity in the pedagogical practice, as it appears in the respective chapter and in the bibliography. The main results point to difficulties in valuete the ludic methodology and absence of articulation between theory and pratic in teacher's method, revealing the necessity of better formation to improvement of the work based on ludicity in the kindergarten education.
Description
Keywords
Ludicidade Brincar Prática pedagógica Infância Ludicity To play Pedagogical practice Childhood
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação