Metamorfoses formativas: um estudo sobre a atividade lúdica nos anos iniciais do ensino fundamental
With the enactment of Law n. 11.274, 2006, which provides for the alteration of Elementary Education (EE) from eight to nine years, children with six years of age began to be enrolled in the first year of the EE. With this, a greater number of responsibilities and contents have been demanded of t...
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| Formato: | doctoralThesis |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26516 |
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| Resumo: | With the enactment of Law n. 11.274, 2006, which provides for the alteration of Elementary
Education (EE) from eight to nine years, children with six years of age began to be enrolled in
the first year of the EE. With this, a greater number of responsibilities and contents have been
demanded of them, which directly interferes with the organization of pedagogical work,
reducing or eliminating the times and spaces of the play activity in their school life. It is as if
from that moment the child had to take another stance, geared much more to the world of work
and to the information society – even though it was still in childhood. In reflecting on this reality,
in the context of previous experiences of interaction with children, as a researcher and as a
teacher, we were motivated to build our Doctoral Thesis, guided by the following study
questions: 1. What teacher formation needs do the teachers present with regard to the
development of pedagogical practices – in the initial years of Elementary Education – that have
the playfulness as a guiding role?; 2. What are the constitutive elements of a didacticpedagogical action that aims at the continuous formation of teachers, with the pretension of
overcoming the needs of their teacher formation in the development of pedagogical practices
guided by the playfulness of the child in the initial years of Elementary Education? The work
has as objectives: 1. To investigate teacher formation needs for the development of
pedagogical practice in the initial years of Elementary Education, which has playfulness as a
guiding role; 2. To (re) construct, together with teachers, knowledge guiding the development
of pedagogical practices – with the child of the initial years of Elementary Education, who have
the playfulness as organizing principle and their teaching needs, as the basis of the formative
process. We focus as a locus of the research a school of the public network of the municipality
of Natal/RN, and, as subjects of work, 09 (nine) teachers of the initial years of Elementary
Education. From the interlocking of the questions put, we link our methodological path to the
qualitative research approach, working with ethnography, teacher narratives and action
research. We use as data building procedures the narrative interview, the observation and the
documentary analysis. For our analysis, we are inspired by the principles of Content Analysis
(BARDIN, 2011), seeking to move through the theory/practice relationship, establishing
dialogues with the research subjects and other authors consulted. Thus, from the analysis of
the data, emerged the theme "Teacher training needs on Play/Game". As results of the first
stage of the research, we verified that the teachers experienced formative needs in relation to
the theoretical and practical reflections on the ludic activity. As categories of the great theme,
emerged the programmatic contents of the formation (first metamorphosis): conceptions of
child, childhood and game; conceptions of game; importance of game; role of the teacher in
the games; planning of the games. The methodological procedures of the formation were
organized in reflexive sessions of reading, participant observation and the theory-practice
articulation. The second metamorphosis – evaluation/reflection plan – was carried out from
observations, records in the field diary, reconstruction of plans and practices and shared
dialogue in the formation meetings. Throughout the whole process we consider that the
didactic-pedagogical actions were well evaluated by the teachers, because we perceive that
the transformations experienced by them showed an evident progress in theoreticalmethodological knowledge, based on their narratives and practices. In this context, we
highlight that the results of the work confirm our thesis that the continuous formation of the
teacher to develop a pedagogical practice with children of early years of Elementary School,
having playfulness as an organizing principle, will only be relevant and effective if the needs
of the teacher – in this sense – constitute itself the "basis of the formative process". |
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