Brinquedos e brincadeiras: memória e patrimônio cultural nas infâncias do campo

• Ano de defesa: 2023
• Autor(a) principal: Costa, Maria da Vitória Gomes
• Orientador(a): Aragão, Patricia Cristina de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP
• Departamento: Centro de Educação - CEDUC; Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Brinquedos; Brincadeira; Infância; Educação do Campo
• Área do conhecimento CNPq: CURRICULO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/75105

Rural Education must be considered as a reflective intervention action that seeks to highlight the different meanings and knowledge existing in this space, whether historical, political or cultural of the people belonging to the countryside. Based on popular knowledge, Early Childhood Education guided by these principles, provides learning and new knowledge, reinventing the school practice of rural childhoods from the integration of knowledge that is part of this territory in the appreciation and recognition of these. Games and toys should be part of the rural school based on ludic motivations, but also on the re-signification of childhood memories that permeate the culture of peasant childhoods. Playing and remembering games based on intergenerational dialogue helps in the process of historical construction of rural children. This study aims to understand which toys and games are part of rural childhoods in an intergenerational way in Pocinhos - PB, within the concept of intangible cultural heritage. This is a research with a qualitative approach, based on conversation circles, articulated with the narratives of Oral Histories. As a theoretical framework to reference this research, we work from the concepts of Education in Campo de Arroyo (2004) and childhood in Ariès (1981), Canavieira (2015) and Sarmento (2016). For conceptions of toys and games we brought Brougére (2001), Chateau (1987) and Kohan (2004). Reflections on Memory were contributed by Bondia (2002) and Le Goff (2013) and historical heritage by Tomaz (2010). We consider it pertinent to observe the existing diversity in schools, urban or rural, seeking to perceive peculiarities from the differences and recognize children's experiences in their spaces of belonging. Going beyond the boundaries of prejudice, breaking barriers in the search for an educational action based on the aegis of equality, through toys and games that make this process possible. Finally, the educational product, which consists of a notebook with pedagogical guidelines to be carried out through workshops. The proposal is that, through it, we offer to other field teachers workshops using traditional and current toys and games, in which they will help the process of building the broad knowledge of the field student based on playfulness, a facilitator of extreme importance and through their own cultural reality, encouraging them to strengthen intergenerational bonds and their sense of belonging.