A organização de tempos e espaços para o brincar na educação infantil numa escola privada da cidade de Juiz de Fora

Abstract

The current dissertation was developed within the Professional Master’s Degree in Educational Management and Evaluation at the Center for Public Policy and Educational Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF). The management case studied discusses and aims to understand ways that enhance playing as a structuring activity of experiences in early childhood education in a private school in the city of Juiz de Fora. We assume as hypotheses that the times and spaces for free playing can be used with greater quality, enhancing child development through the activity of playing at the playground. In this work, we used the case study as a methodology and the focus group as a research tool. Bearing that in mind, we made a journey from a rescue of the National Curriculum Guidelines for Early Childhood Education (DCNEI), in its art. 9th, which indicate interactions and play as structuring axes of the pedagogical practices of this stage of Basic Education – experiences in which children can build and appropriate knowledge through their actions and interactions with their peers and adults, enabling learning, development and socialization (BRASIL, 2009). We also used the excerpt from the National Common Core Curriculum (BNCC), which is crossed by the conception that child development occurs during the interaction between subjects in the performance of the activity of playing. In this sense, we were able to investigate – through a view supported by the historic-cultural perspective, mainly advocated by Vygotsky, whose main objective was to reflect on quality times and spaces for playing – how management can promote the practice of playing as a structuring activity of experiences in early childhood education. Through the results obtained in this research, we could see that there are not only gaps, but a large and diversified repertoire of possibilities that envision playing as the main activity in the development of children in early childhood education. An Educational Action Plan was elaborated, focusing on making better use of pedagogical practices linked to playing, especially at the playground, with the management team being the great mediator of this entire process. The actions proposed by this study suggest possibilities for the continuing education of professionals in the institution itself, through studies, discussions, seminars, lectures aimed at everyone involved in the students’ learning process, which may include suggestions for activities and experience reports that collaborate with the insertion of playing as a daily practice of the institution in question.