O jogo e seus múltiplos olhares: perspectivas da família e da escola e suas interações na prática educativa

• Ano de defesa: 2008
• Autor(a) principal: Lisboa, Vicentina Aparecida Veloso de Barros
• Orientador(a): Barreto, Maria de Lourdes Mattos
• Banca de defesa: Silva, Neuza Maria da , Redin, Euclides
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Viçosa
• Programa de Pós-Graduação: Mestrado em Economia Doméstica
• Departamento: Economia familiar; Estudo da família; Teoria econômica e Educação do consumidor
• País: BR
• Palavras-chave em Português: Jogo; Lúdico; Família e escola
• Palavras-chave em Inglês: Game; Family and school
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::ECONOMIA DOMESTICA
• Link de acesso: http://locus.ufv.br/handle/123456789/3307

In this research was investigated which is the conception of the game in the perspective of the teachers and of the families and in what way these conceptions reflect the educational action in the kindergarten and in the elementary school. It had as general objective to analyze the conception of the game in the perspective of the teachers and of the families and its reflexes in the educational action with children from 3 to 8 years old. Specifically it was searched for: to identify the conception of the game to the teachers and to the families; to describe the functions that the teachers and the families attribute to the game according to the age/ and or level of teaching; to identify the kinds of games and the ways of. Using them um the school and in the family; to analyze how the teacher´s and the families´ conceptions of game reflect in the school educational action in different levels of teaching in the kindergarten and in the elementary school; to confront the conception of game between the teachers and the families reveling the possible convergences and divergences. The theoretical contribution consisted of the approach of the game in different perspectives: historical, anthropological, sociological and physiological thus as contemporary researchers that point out the game as fundamental in the process of development and learning. The empirical field was the Educational Center Coeducar ; it has as sustained organization one cooperative of parents, which attend to children and adolescents from 3 to 14 years old. The sample was composed of. 12 teachers, being these teachers conductors from the kindergarten segment, conductors from the elementary (primary) segment, 2 specialist from the two segments and 12 children´s parents from the segments mentioned. Trough the interview with the teachers from kindergarten, elementary level, specialist and children´s parents from the kindergarten and elementary level, the data were collected treated and analyzed, by theoretical reference constructed for the investigation. The discussion of results was realized by analyze of contents, with categories emerged from the data of the interview. It was verified that the teachers and parents conceive the game In a different way according to the age. The results confirm the premise of that the families and teachers understand the game as an integrate element in the education of children, however they differentiate them according to the level of teaching, i.e., kindergarten and elementary level. It was indicated the necessity of a greater dialogue between school and family concerning the game, its functions and interactions to the educational practice. This investigation will be able to contribute for the enlargement of the dialogue between the family and the school concerning the importance of the game as a possibility of the construction of knowledge, independently of the children´s age or of the level of teaching in which they are.