A criança brinca e aprende? A visão dos pais, professores e crianças sobre o brincar na escola

Abstract

This article is the result of a research that started from the following question: What is the vision that parents, teachers and children have about playing in the school context of Early Childhood Education? From this investigation, the main objective is to analyze the vision that parents, teachers and children have about playing in the school context of Early Childhood Education. Methodologically, the study was based on a qualitative research approach (MINAYO, 2009), with typology of a case study (LÜDKE & ANDRÉ, 1986), in which semistructured interviews were used as a data collection instrument with 1 teacher, 5 children from level 3 of an institution that serves Early Childhood Education in the country of Cruzeta/RN and their respective mothers. The method of analyzing the collected data was Content Analysis (BARDIN, 2010), which is carried out in 3 stages: pre-analysis, exploration of the material and treatment of the results. The basic theoretical framework of the analyzes for the production of this work was Brougère (1998), Vygotsky (2008), Kishimoto (2005), Friedmann (2012) and some documents like DCNEI (BRAZIL, 2019), BNCC (BRAZIL, 2018). The results of the analyzes reveal that both the fathers/mothers and the teacher participating in the research recognize playing as being important for the children. On the other hand, in the view of parents and teacher, this playing at school should figure in a pedagogical way. With regard to children, in all contexts of experience, they seek pleasure and interactions with friends and colleagues through play. In this sense, there is still a need for spaces and materials in all environments where children live that provide play and/or exploration of games not only directed by adults, but also free and directed by the children themselves.