Brincadeiras livres na educação infantil: o que pensam as professoras e as crianças de uma escola municipal na zona rural de Cajazeiras-PB.

Abstract

This study deals with the perception of teachers and children regarding the free play in Early Childhood Education of a municipal school in the rural Cajazeiras, state of Paraíba. The research's objective was to understand and analyze the teachers' conception about the free play of children in Early Childhood Education and more specifically, to investigate how teachers plan and develop practices related to playing in their daily life; to verify how the guidance on the insertion of free games in the teachers' planning is rendered and to recognize the play in the learner / teacher relation in the projections of the children. In order to base this study, the following authors were used as theoretical support: Bettelheim (1980), Borba (2006), Brougère (2010), Fortuna (2011), Friedmann (2012, 1996), Iavelberg (2013), Kishimoto (2007), Lima (2013), Lobo (2013), Louro (2002, 2000, 1997), Moyles (2006), Piaget (2001), Silva (2016), Visca (2010) and Vygotsky (1991) along with national documents such as the Diretrizes Curriculares e Bases da Educação Infantil (DCNEI) - (BRAZIL, 2009), the Lei de Diretrizes e Bases da Educação Nacional (LDB) - (BRASIL, 1996), and the Estatuto da Criança e do Adolescente (ECA) - ( BRAZIL, 1990). The research had the participation of the School Principal, the Pedagogical Coordinator, two teachers of Early Childhood Education, and nine children. The methodological procedure used was a field survey with a qualitative approach. As instruments, we used a sociodemographic questionnaire, a semi-structured interview with the adults and the Educational Pair Test (EPT) with the children. The analysis of the data was performed through the Bauer (2002) content analysis method. Through EPT we had the opportunity to realize that children are possessed of great imagination and that they transform experiences, whether alone, at home with the family or at school, during free play. From the teachers' statements we infer that, for them, free play promotes creativity, spontaneity, and interaction among children; it also allows the insertion of family and social universe into the play; besides contributing to the construction of their identity and their expressiveness, however, it does not indicate that, in free play, the teacher's observation is dismissed, for, on the contrary, it implies a greater investment of this professional, for the apprehension of the infantile singularity.