Modos de brincar na educação infantil : o que dizem as crianças?

• Ano de defesa: 2017
• Autor(a) principal: Campos, Rafaely Karolynne do Nascimento
• Orientador(a): Ramos, Tacyana Karla Gomes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: Brasil
• Palavras-chave em Português: Educação; Educação de crianças; Brincadeiras (educação); Infância; História da educação (Sergipe); Educação infantil
• Palavras-chave em Inglês: Children's play; Children's education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4829

The research is ethnographic and based on the theoretical contributions of the Sociology of Childhood, having as central nucleus the concept of childhood as social construction and the child as a social actor, historical-cultural subject. The main objective of the present study was to understand how children experience their childhoods from the games of free choice created by them within the routine of a municipal institution of Early Childhood Education. Based on this central objective, the following specific objectives were listed: a) understanding of what and how children play in the routine established by their educators; B) to investigate how children organize play and how peer groups are constituted at playful occasions, and c) to analyze the social relationships that children construct among their peers while playing. The study included 25 children, both boys and girls, aged three years, members of a public school of Early Childhood Education in the Municipality of Aracaju / SE. For the production of data, field diary annotations, photographs and video recordings were used during the months of February to June 2016. The analyzes revealed that, in play routines, children use a multiplicity of prior knowledge that they provide The rules and behaviors appropriate to the routine scheme, allowing children to recognize and organize a play. The results indicated that there is a social order that structures the groups of pairs with rules constructed by the children themselves in the occasions of games. This social order allowed the development of joint play, in which children created and negotiated their actions. The social order was recognized in the way the groups organize themselves to play, in the attempts of access to the groups and development of strategies of entrance and resistance of the children in the groups, in the hierarchies established between the pairs of age, revealing the figure of the leader and his Functions in the established play, the autonomy of the child in the resolution of conflicts and disagreements, norms and values, such as solidarity and the value of friendship in the games created. The formations of groups of games were governed by strategies that used the friendship as main way of access to the groups gathers. Thus, the findings of this work signaled the children's agency in their social interactions, revealing their capacity to interact among peers, confirming the idea that they are socially active and protagonists of the social world.