A coordenação pedagógica e o brincar na educação infantil

Abstract

This research aimed to understand the potential and limits of a project developed from the perspective of playing by a pedagogical coordinator with the children from EMEI São Bernardo. The interest in developing this project stems from a proposal by EMEI's deputy director to contribute to the development of children's learning and the teacher's work. The research was conducted in a class with children aged four and five years old. The qualitative research was methodologically developed through participant observation, field diary and interviews. In the participant observation the coordinator was in the room developing games that worked the written language and mathematics and noted in the field diary all the development of the work. Two interviews were conducted, one with the vice principal for more information about the project that was developed and with the class teacher for feedback on the project. The results showed that play can enhance children's learning and that pedagogical coordination can contribute positively to children's pedagogical development. However, it was also found that for the full development of the project it is necessary to take into account the time and interactions between all involved, especially the collective planning between teachers and pedagogical coordinators.