A concepção de professoras de Educação Infantil acerca da brincadeira

Abstract

This work aims to analyze the conception of daycare and preschool teachers about play. For that, we used the contributions of Brougère (1995), Andrade (2007), Vigotski (2008), and Martins (2009), among other authors who approach playing in their studies. The investigation is also based on the National Curriculum Guidelines for Early Childhood Education (2009) and the National Common Curricular Base for Early Childhood Education (2017). The research, of a qualitative nature, was carried out at a public school institution in the city of Fortaleza, being characterized as a case study. The data were constructed from observations, records in the field diary and semi-structured interviews. It was possible to infer that daycare teachers have different conceptions about play: while one of them sees it as essential for the integral development of children, welcoming and stimulating it most of the time; the other does not recognize the importance of playing, limiting and repressing it. With regard to preschool teachers, it is assumed that they have the same conception about play: both see it as a pastime, not giving it due importance. In view of this, the teachers restrict the children's possibilities for play, giving too much value to the contents, to the pedagogical game, which is used to facilitate the children's learning. It was noticed that the preschool teachers confuse the pedagogical game with the play, seeming not to recognize the peculiarities and the indispensability of the latter. It was concluded, therefore, that the teachers' conception of play influences their pedagogical practice, affecting the quality of play for children who attend daycare centers and preschools.