A importância do brincar no contexto da educação infantil: desafio para a gestão escolar

Abstract

The aim of this monographic study was to investigate the play in training and work experience in early childhood education teachers in the municipality of Tio Hugo / RS. With a qualitative approach, the research has been characterized as a case study. The data was collected through questionnaires answered by five teachers who work in early childhood education and also the secretary of education in the city, and for data analysis, we used the technique of content analysis. The theoretical assumptions used in the research are in the field of school management (FERREIRA, 2008; FORTUNA, 2002; LÜCK, 2000) and early childhood education (FREUD, 1969; VIGOTSKY, 1989; PIAGET, 1978; WASSERMANN, 1990; WINNICOT, 1985). With the study found that teachers are in constant training and they enters the playfulness in their teaching practices. Moreover, we noticed the importance of play in child development and the practical relevance of the teacher as manager of the teaching in the classroom. In the context, the discussion of the training of professionals responsible for this stage of education is of paramount importance because this must be a challenging, so that children can develop fully, through varied and enjoyable activities involving students and motivate them to learn. Finally, it is essential that the teacher manager organize their work in the classroom, producing knowledge alongside the students, using the playful in their pedagogical practice and knowing his contributions to child development.