Os sentidos do brincar para professores de uma escola pública de educação infantil de Boa Vista/RR: implicações para a formação docente.

Abstract

This abstract presents a doctor research that aims in analizing how the teachers from the 1stand 2ndgrades of public preschool in Boa Vista-RR, construct meanings about playing and also reflect about these meanings in pedagogical practice with small kids. We assume that the child is also a real human being, in process of discovery, learnings and transformation. Thinking of the child as an active being in social relationships means consider him/her integrated in a psychological, social, cultural and historical process, constituted at a specific time. This way, we problematize the notions of childhood, child and playfrom a specific field of knowledge: the Historical -Cultural Psychology and anchor in it our epistemological perspective of thinking these notions dated in a time-space determined by history and culture. Nowadays, the discussion about the formation of the professional who works in the preschool is highlighted and consistent. Thus, the guiding question of the research arises from the concerns generated from the possibility of advances and challenges in preschool education, from the perspective that it is possible to understand and value the cognitive, affective and creative abilities of a child. Concerning this, we present playing as an essential point of discussion of this work, because we understand that integrating education with playing, in preschool education, is about the way the child is seen and understood, once we understand that playing must be the axis that drives practice in the field of preschool education. This research is limited to the qualitative approach, with the methodological perspectiveof critical collaborative research, since it enables the dialogue between the researcher and the researched, having as it main point the understanding and transformation of school contexts. The teacher’s language as object and instrument was considered because it exposes how the activity room and the relationships established in it are thought. The reflexive session was the instrument for the data production and the cores of meaning were the path to the analysis. From the speeches of the research participants it is intended to weave reflections that make it possible to understand, know different ways to perceive the world, integrating the feelings of teachers about playing to the pedagogical practice. For the result of this research, it was essential to note that the teachers perceive the situations experienced in the educational environment critically, and go further, either as in relation to the role of the County Secretary of Education and the positions it takes, also as in relation to the ideas and concepts they understand to be necessary to expand the knowledge about the education of young children. The understanding of the necessary transformation of the pedagogical practice that offers spaces, times and activities that truly consider the child, the playing, the imagine, the creating, with respect and the appreciation of children’s interests and particularities; it was presented by the teachers as essential after the discussions and reflections made during the sections.