Vamos fazer de conta? Contribuições do jogo simbólico para a educação infantil

Abstract

This work deals with the contributions of symbolic games to Early Childhood Education. In this sense, this work intended to investigate the effects of playful actions carried out in the school context on children's perception of symbolic play in play. For this, the practice of the teacher in relation to playful actions was observed and the children's perception of what playing is was analyzed before and after a playful intervention. To achieve this objective, a literature review was carried out on studies on Jean Piaget's Genetic Epistemology and childhood. Next, participatory research with a qualitative approach was carried out, which included the observation of a class from the 1st stage of Early Childhood Education, and the planning, execution and evaluation of a playful intervention focusing on symbolic play. It was found that the playing space was seen as positive, as it provided opportunities for contact and knowledge of new materials and new experiences. It was also possible to notice that the child builds and changes the scenario around him according to what pleases him and suits him at the moment. The rigid teaching practice does not allow children to express themselves and externalize their emotions or even new experiences. Therefore, it was possible to realize that playing is the most important thing for children to be able to create their identity, experience and transform the world around them, and it is the responsibility of teachers to create circumstances so that these moments happen in an organized way, as was the case. the playful workshop was held. Furthermore, this research helped the teacher and the researcher rethink new pedagogical practices that give children the right to play, as it is a form of language that they use to interact with themselves and the world, producing culture. Furthermore, the research developed as an Educational Product the proposal for a playing space presented in the dissertation as a teaching possibility.