Pedagogia do brincar: concepções docentes na educação infantil

• Ano de defesa: 2020
• Autor(a) principal: Oliveira, Elaine Carla Sartori Guedes de
• Orientador(a): Romão, José Eustáquio
• Banca de defesa: Romão, José Eustáquio, Vercelli, Ligia de Carvalho Abões, Silva, Marta Regina Paulo da, Barbosa, Lucia Maria Gonzales, Keim, Ernesto Jacob
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: brincar; concepções; DCNEI; infância; professores
• Palavras-chave em Inglês: play; conceptions; DCNEI; childhood; teachers
• Palavras-chave em Espanhol: juego; concepciones; DCNEI; infancia; maestros
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2341

The present dissertation presents the results of a research that aims to verify the convergence of the conception of teachers who work in the 2nd Final Cycle of Early Childhood Education of the Santo André municipal network with the concepts of playing in childhood contained in National Curriculum Guidelines for Early Childhood Education (DCNEI), 2010. The theme of children aged 0 to 6 years and their rights, children's educational policy, practices with children and teacher training alternatives have come, throughout history of Brazilian society, emerging and increasingly winning in educational discussions and in the action of social movements. Everything that is put on Early Childhood Education suggests discussions in the contemporary world, as this level of education presents itself as a necessary agenda in terms of its purpose and the specificities of its service. The analysis of the official educational documents demonstrates that one of the pillars of support for child development is playing, which is defended as the main activity of children, either by legal systems or by educational guidelines. In this scenario, we tried to answer the question that originated the research problem: - Do the conceptions of teachers who work in the 2nd Final Cycle classes about playing in childhood converge with the concepts about playing contained in DCNEI? The hypothesis that was formulated, if the conceptions about playing from the DCNEI are desirable, the teachers who understand and apply them would achieve better results in Early Childhood Education than colleagues who do not know them. The theoretical framework is based on the dialectical materialist perspective. The National Curriculum Guidelines for Early Childhood Education and the theoretical contributions on playing in childhood also refer to this work. It is a qualitative and quantitative study: quantitative, through a structured opinion trend survey, based on the Likert Scale, and qualitative, through an in-depth open interview.