As apropriações que as professoras das turmas de quatro e cinco anos fazem do brincar em sua prática pedagógica

Abstract

This paper aims to comprehend the appropriations that the teachers of four and five year old classes in an early childhood education municipal school, make of the act of playing in their pedagogical practice and enable interventions that will allow reflection about playing in the institution. This research was developed in three classes of an early childhood education municipal school in Belo Horizonte. Children from four to five years old and their teachers participated in this study. The methodology was based on an action research, which characterizes by people investigation in their own practice with the goal to improve them, consist in planning, acting to implant an improvement, monitoring and describing achieved results and data, evaluation of the achieved results to intervene in the aimed practice improvement. For each data gathering instrument, it was used: notes, photographs, video records and interview. The methodological-theoretical approach adopted, was based in the Wallon (2010) Vigotski (2010) and Kishimoto (2011) conception. For these authors, playing is seen as a learning element that constitutes the child development. In the playing act, the child develops their skills, and has innumerous possibilities to explore the space around them and discovers ways of representing the world. In the end of this study, it was able to conclude that the playing in the institution was used as prize/reward resource of the teachers for expected behavior control. It was noticed that the appropriations that the teacher make from playing in their pedagogical practice relates to different conceptions and to teaching experience in early childhood education and to their vocational training. In this way, it was elaborated an action plan that aimed to intervene in the everyday practice of early childhood education professionals, providing a different point of view of playing, that wouldnt be the prize/reward one. A point of view that glimpses the child as the intervention process center and meanwhile be enabled, endowed with knowledge, that might and should be explored in several moments and spaces in the school with the playing act. It was found that it is necessary that the teacher should have a sensible observation for children needs and interests. The early childhood education professional should be able to develop a significant work for children, availing of playing as a research that allows the discovery, experimentation, representation of the world and its magnification.