O brincar livre na educação infantil

Abstract

This dissertation presents a qualitative and exploratory investigation, aiming to analyze the vision of a group of pre-school teachers about how children create free play at this stage of Early Childhood Education. The research was developed based on a literature review and a survey in the field, through semi-structured interviews, carried out with teachers who worked with children of 4 and 5 years of age in public and private institutions of Curitiba (Paraná). The theoretical framework involved the analysis of the concepts of play and free play, and a perspective of how children create free games in Early Childhood Education. Among the theorists used in this dissertation, we highlight Winnicott (1971, 1975, 1982), Brougère (2006), Borba, (2005, 2006), Wajskop (1996, 2001), Vigotski (2007), Moyles , 1998), Didonet (2001), Corsaro (2002, 2009, 2011) and Sarmento (1997, 2004). We also analyzed some government documents and Brazilian educational legislation, such as: Constitution of the Federative Republic of Brazil (BRASIL, 1988), Law of Guidelines and Bases of National Education (BRASIL, 1996), National Curriculum Framework for Early Childhood Education ), National Quality Parameters for Early Childhood Education (BRASIL, 2006), National Curriculum Guidelines for Early Childhood Education (BRASIL, 2009) and the recent National Curricular Common Base (BRASIL, 2017). The selection of participating teachers followed certain criteria, such as experiences with playing in Early Childhood Education. The selection followed criteria of intentional sampling by intensity found in Patton (1990). For the author, this type of sampling originates in the screening of qualified subjects who can provide data, due to the intensity of their experiences with the phenomenon of research interest. For data collection in the field, semi-structured interviews were conducted, as suggested by Bogdan and Biklen (1991), Triviños (1987), Lüdke and André (1986). In all, eight interviews were conducted with teachers who worked in that period, with pre-school children. The analysis of the content of the interviews was carried out following the perspective proposed by Bardin (1988), with which we elaborated four categories that allowed us to know some singularities in the perception of the teachers about how children create free games in the context of Early Childhood Education. They are: expression of the ability to create and imitate, creation without interference, reflection on their own experiences and re-elaboration of everyday situations. Among the results we can highlight that the creation of free play in the preschool involves a procedure similar to the construction of "mental mosaics", where children mix elements of their experiences and daily observations, as well as a creative form of "mental transport" scenes, situations and daily elements that make up the games created in the context of Early Childhood Education.