A percepção das crianças sobre o brincar na Educação Infantil e no Ensino Fundamental

Abstract

This study aimed to describe how children in the last year of preschool and the first year of elementary school perceive play. The research was carried out with children from these segments, enrolled in a public school in the city of Fortaleza. The theoretical basis was built through Vygotsky's cultural-historical theory (2008), more specifically his contributions about the concept of play and the relationship between playing and the child's psychic development. Regarding playing at school, studies by Martins (2000; 2009) and Costa (2012) were considered. Regarding the transition of children from Early Childhood Education to Elementary School, Zabalza (1998), Lima (2013) and Mota (2011) were important references. In terms of listening to children in research, authors such as Rocha (2008), Campos (2008) were consulted. In addition, official documents, mainly the National Curriculum Guidelines for Early Childhood Education (2009) and the Statute of Children and Adolescents (1990), were considered. The methodology used is based on a qualitative approach, characterized as a case study. The following instruments were adopted for the construction of data: observation sessions, interviews with the children, elaboration and description of drawings. It was found that children in both stages realize that recess is the time when they can play freely, expressing, on several occasions, that games with greater body movement are prohibited inside the classrooms. The children of these segments perceive what the teachers demonstrate so much in their practices: while the pedagogical game is valued, there is no space for playing in the classroom, nor in the reference room, except in moments of waiting or in circumstances of impossibility of use. of the patio, due to the rains. It was also observed that the EI children do not consider the pedagogical games as a game, while the PE children perceive them both as a game, due to the low percentage of recreational activities in the classroom, and as a task. Finally, it was concluded that the children of both stages researched, are not being heard, because the teachers do not consider what they express: that they need and want to play, that, in general, they do not recognize pedagogical games as games, and that the presence of these games does not extinguish their need to play freely.