A sala de aula como comunidade de investigação e a aprendizagem de uma cultura organizacional democrática e participativa

Abstract

This paper presents the pedagogical process in such development of creativity, imagination and autonomy of child. To discuss the issue I was guided by the speech Lipman (2001) "every child is born creative and imaginative, after it goes to school from the fourth grade, they start to lose characteristics. " Given this context, as the practice is happening the teacher about the game, play, and imagination first-year students of the lower grades of elementary education at a Municipal School of Santa Mary? Bring in the background the organizational culture of school management and its representation in the democratic practice of teacher. In this sense, justify my work research, based on conceptions of teaching Reverbel (1989) with about the game, according to the author, the teacher must put himself in the service of your child, mediating, challenging and stimulating, so that climate freedom to seek autonomy. To understand the complexity of construction of these representations and the relationship with the context in which produce. We discuss the qualitative methodology Minayo second (1994). The from data collection of teaching practices in this context of research, theoretical approaches used by authors such as: Lipman 2001), Reverbel (1989), Freire (2005), Nunes (2003), Gardner (1994, Vigotsky (1988) Maturana (2004) seeking to understand the playful with the possibility of human emancipation and critical of the child. In this sense, from investigations we believe that the pedagogical practices in relation to game and play in the classroom can be a very significant for the construction and development of skills cognitive, motor, affective and social.