O aprender brincando na educação infantil: concepções de professoras.

Abstract

The referente article has objectivity to investing the teachers’ conception under the learn playing in kindergarten, comprosing, like this, revelance practice in construction, that is, for training social mind. The methodology has its development in the approach qualitative of stamp exploratory, being thus applied questionnaire with questions of character objective and subjective, which were analyzed according to the consequences the Vygots(1991), Kshimoto(1996) and among others. In this way, we understand through analysis and narratives of the teachers, like children are expressed in diferente spaces, involving activities playful, with intentionality, for what, experience situations of coelaboration, team work, inclusion, respect, as, order, to rank, structure and among others. Besides, mainly to feel motivated to overcome its own limits. For the teachers of the E. I, joke the great impulse for the process of teaching-learning, being indispensable in the universe, promoter of the learning. Therefore, while playing the child it’s motovida for playfulness thinking, to create and recreate in that space from the game, because so she is learning and developing, as alsobuilding the critical thinking.