Recordando sobre o brincar na infância de professores participantes de um processo de formação lúdica

Abstract

The present research addresses teachers’ childhood memories theme. The educational investigation took as theoretical input authors, such as: Brougère (2010); Nóvoa (2015); Souza, (2006); Josso (2004); Kishimoto (2006). It had as a research question: What do the playful memories of teachers’ childhood reveal in a practice formation? The general objective of the research was to understand memories - memories about playing in childhood, from the perspective of teachers participating in a recreational practice training. Bringing memories to life - memories of teachers or future teachers, specifically their ludic memories directed towards the valuation of personal experiences in processes of teacher training that act with children or will do it in the future. It is also considered that playing is not present in daily pedagogical practices in childhood education contexts or early years of elementary school or when it is present it is sometimes lived sporadically, in a mechanized and overly directed way. The research had a qualitative approach, being descriptive and exploratory and considered as a case study. It was inspired by the approach to life stories. It was carried out through a bibliographical study and field research, and included five subjects (teachers or future teachers) of a university extension project entitled: Ludic Teacher Training: building knowledge and practice of pedagogical practice. The field research data collection was done through autobiographical writings (written narratives) collected throughout the action of teacher training. Conversation circles were also held - oral narrative, throughout the training practice. The data were organized and analyzed in a qualitative perspective, based on the chosen theoretical framework and inspired by content analysis. Among the results it was highlighted: the learning acquired through the experiences that takes place throughout the life of these participants, as the childhood experiences lived in relation to play nurtures the constitution of being a teacher. In addition, playing is not a pedagogical practice valued in processes of teacher training, especially for those who will practice teaching with children.