Elementos constitutivos do brincar: concepções de estagiários na educação infantil

Abstract

It examines the elements of play present in conceptions of the trainees on the play within the Early Childhood Education. We tried to then investigate the views of those on the play of children under the Early Childhood Education. The methodological procedures used for this study were: literature, collection and tabulation of reports of training in the discipline of Educational Research and Practice: Supervised Internship in Early Childhood Education I, the Faculty of Education of a Private University and later documentary analysis. The time limit for the research stems from the implementation of Curriculum Guidelines for the Education Hall of Curitiba is an opportunity to a new scenario with regard to play in the municipal education because being one of the guiding principles of working with children of specific age-range. It is understood that the scope of practice, according to the Municipal Curriculum Guidelines for Early Childhood Education in 2008 alone childhood education begins to consolidate the law and proposed changes relating to play and age-range specific. The main theoretical elements were the assumptions of Froebel, Brougère, Vygotsky, Leontiev, regarding the concepts of play: Natural, Cultural and Social History. The stories and descriptions show signs of understanding of the trainees in relation to the object of research. It might, make the dialogue between the data and the authors of the different conceptions of play. Descriptions analyzed showed that trainees in the training process, taken with the play of the child in kindergarten and recognize it as an important activity, but the theoretical basis for this discussion is still fragile, for exposing a dichotomy of play in some moments, but it was observed by descriptions, larger number of elements aimed at socio-historical perspective.