Brincadeiras e jogos: questões conceituais

Abstract

This work intends to place the playing in the context of the infantile development and of the concerns that occupy the educators in relation to that theme. Such contextualization will result of the dialogue of different perspectives, that have the fact in common of they focalize the phenomenon starting from the psychological observatory. The psychological approaches discussed here postulate a special statute for playing, due to the paper that this carries out in the psychological development. However, according to the underlying educational focus to the same ones (according to Charlot the psychology of the development is heiress of the pedagogic practices), the relationships between the subject and the world will take different directions. For Piaget, the symbolic emergent in playing it is opposed to the reality it aims at but, while manifestation semiotics, will be to service of the adaptation to the rationality patterns once it represents aprecursor middleman of the adut thought,for which tends the development. For Vygotsky, the game, in your operation way, is a commitment solution between the Real and the imaginary, reason for the which potencializa the development, measured à that the Real is preserved in spite of being resignificado. Wallon and Winicotti, for your time, recognizing the constituent paradox of the game, they enlarge the limits of the psychological approach, pointing this special way of construction of the conduct as necessary to the constitution of the subject's human dimension. In this sense, it begins in subject the relationship between the culture and the development when postulating that this special way of the conduct, more than a phase of the subject's development cognititvo, is a creativity manifestation, in other words, of the dynamism of the subject face your cultural inheritance.