Please use this identifier to cite or link to this item: http://repositorio.ufla.br/jspui/handle/1/55920
Title: A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão
Other Titles: The play of pretending in early childhood education: the teaching perspective
El juego del fingir en la educación infantil: la perspectiva docente en cuestión
Keywords: Jogos simbólicos
Formação docente
Desenvolvimento humano
Recurso pedagógico
Symbolic games
Teacher education
Human development
Pedagogical resource
Juegos de fantasía
Formación de profesores
Desarrollo humano
Issue Date: Dec-2022
Publisher: CDRR Editors
Citation: SOUSA, V. A. C. et al. A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão. Research, Society and Development, Vargem Grande Paulista, v. 11, n. 17, e161111738991, 2022. DOI: 10.33448/rsd-v11i17.38991.
Abstract: Games are directly linked to childhood and contribute to the integral development of the child. During Early Childhood Education, the child has the opportunity to explore and build artifacts, in addition to using them in pretend play contexts. In the school environment, many of these opportunities are pedagogically structured to stimulate changes in the child's knowledge. Therefore, we have to use play as an extremely effective pedagogical resource for Early Childhood Education. In this study, we sought to understand the teaching perspective regarding the role of make-believe games in the context of Early Childhood Education. Seven teachers from the municipal Early Childhood Education network of Lavras - MG participated. These teachers were interviewed using a semi-structured script via Google Meet or WhatsApp video call. The teaching narratives were treated using the technique of discursive and intersecting textual analysis, in order to better understand the role of pretend play in Early Childhood Education. The data obtained allowed a better understanding of some existing needs within schools in relation to playing. It was also possible to verify the need for teacher training focused on practice. This could result in teachers who are more confident about their performance and more qualified to teach children.
URI: http://repositorio.ufla.br/jspui/handle/1/55920
Appears in Collections:DEF - Artigos publicados em periódicos



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