Práticas pedagógicas na pré-escola: encontros lúdicos entre educadores/as & crianças pequenas no Centro Integral de Educação Infantil - Creche da Liberdade

• Ano de defesa: 2024
• Autor(a) principal: BATALHA, Tyciana Vasconcelos
• Orientador(a): MELO, José Carlos de
• Banca de defesa: MELO, José Carlos de , DUTRA, Rosyane de Moraes Martins , LOPES, Thaís Andréa Carvalho de Figueirêdo , SANTOS, Maria Walburga dos , MONTEIRO, Karla Bianca Freitas de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO II/CCSO
• País: Brasil
• Palavras-chave em Português: educação infantil; práticas pedagógicas; lúdico;
• Palavras-chave em Inglês: early childhood education; pedagogical practices; playful;
• Área do conhecimento CNPq: Educação
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/6100

This dissertation sought to answer the following question: how to rethink the role of playful experiences in pedagogical practices in preschool at the Centro Integral de Educação Infantil – Creche da Liberdade in the city of São Luís - MA? Because early childhood education is a critical period for the cognitive, social and emotional development of children, and pedagogical practice plays a fundamental role in this context. This study had as its general objective to understand the role of playful experiences in pedagogical practices in preschool, seeking how possible learning is characterized at the Centro Integral de Childhood Education – Creche da Liberdade in the city of São Luís - MA? and specific objectives: To investigate how Early Childhood Education has developed over the years in Brazil; to identify the theoretical and methodological concepts that support playful training in the pedagogical work of educators and to build, based on the educators' assessments, a Guidebook for promoting meaningful experiences for preschool children. To provide a theoretical basis for this investigation, scholars and researchers in the area were visited and revisited, such as: Corsaro (2011), Kishimoto (2007, 2008, 2011, 2016), Friedman (2010), among others. As a methodology, a state-of-the-art literature review was used, with a qualitative focus; from the point of view of the objectives, it was classified as intervention research. The research subjects were two preschool educators. The data generation instruments used were participant observation and interviews with the educators. We can infer that this research revealed a significant appreciation of playful practices as facilitators of children's development and learning in preschool. Educators report that playful activities are not just moments of fun, but specific spaces for interaction, exploration and construction of knowledge, which help in the integral development of children.