O brincar da criança pré-escolar: estudo de caso em uma escola minicipal de educação infantil.
Resumen
In this new century early childhood education experiences a magnifying and expansive
moment and there appear new researches on this subject which have brought a larger
and more adequate comprehension of children and childhood. I emphasize the research
about the child s role along history and how the feeling on the childhood has been
formed. I remade the way in which the concept of childhood has been built and how this
has become a social category by investigating the relationship between playing and
being a child. I privileged theoreticians who adopt the historic-cultural perspective,
specifically Vygotsky, Leontiev, Elkonin, Mukhina and some Brazilian authors who
have promoted recent studies on the subject. Playing is a most important activity of the
preschool child as this is the factor which more cooperates to the psychic development
in infancy. Considering that the child younger and younger enters into the kindergarten
and there remains a greater period of time each day, I analyzed how his or her activities
happen in a EMEI (Brazilian City Early childhood education) in S. Carlos, S.P., Brazil.
According to parents and teachers communication, I observed that they really
play.Considering this, I have made interviews with parents and teachers, as well as
some observation sessions in a EMEI. A diference between playing at home and playing
at the school was observed to establish the relationships between them and to try
recovering the importance of its happening. From these informations there came to me
the hypothesis that although the kindergarten teachers know the importance of playing
in the EMEI and make it happen, they don t always understand the essentiality of this
playing. As they don t generally dominate a sufficient and exact theoretical foundation
to allow clarifying some mistaken points towards this infantile activity, teachers don t
develop it in a complety way, as a priority in this period of life. I consider that the
children s necessities and development can be objects to discussion and reflection in the
early childhood education so as to guide the construction of the school projects in a way
that their educators (teachers, agents, parents, principals) take part in the process. It s
necessary to collectively redefine the methodology to be adopted. But to this it s
necessary political will and effective actions in the dimension of public politics. One of
these political axes is to invest more in the continued education for the teachers in early
childhood education. Another necessary action comprehends the investment on the
work conditions.