Os materiais não estruturados na educação infantil: um estudo a partir do brincar de crianças de 2 a 3 anos de uma creche municipal.

Abstract

The present research has as its theme the unstructured materials in Early Childhood Education from the analysis of children's play from 2 to 3 years old in a municipal nursery in the city of Cajazeiras-PB. Thus, its general objective is to study how children from 2 to 3 years old from a town day care center in Cajazeiras-PB relate to unstructured resources and how this activity makes their skills meaningful, envisioning the creation of more educational time. For the materialization of the study and understanding of the theoretical concepts we worked, based on authors such as Vygotsky (1982, 1998), Kishimoto (1994, 2002, 2007, 2010, 2011), Ostetto (1997, 2000), Oliveira (1996, 2011), Kramer (2005), among others. Methodologically, we developed a bibliographic research, with a qualitative approach, through a field study. As instruments for data collection, we used the questionnaire technique with two early childhood teachers and non-participant observation of their respective classes. To investigate the data, we opted for the Content Analysis developed by Bardin (1977). The teachers presented the importance of play for children's lives, as it contributes to child development, learning and interactions, and highlighted that they know the unstructured materials and use them in pedagogical activities. The data obtained in the observations showed that with these materials, the children re-signified, symbolized, interacted with each other and created their own moments of play and imagination, exploring different objects in different ways.