O brincar na educação infantil

Abstract

Education of young children has been seen with a more sensitive look and quality education. The vision of the child as an active subject to the guarantee of child right to play and be happy in his childhood. Considering this new context, teachers changed the way of looking at the child, perceiving it as being creative, researcher and able to thousands of learning, since it is made possible opportunities and experiences in different fields of knowledge. And at this point, based pedagogical proposal of teachers harnesses up the play, being an extremely engaging way to enable and enter the child's world new learning and construction of meanings from new relationships. This study aimed to understand the meaning assigned to play by the teachers in nursery stages of early childhood education. The study was conducted with 4 Basic Education teachers who perform their practice in childcare steps in local schools of Uruguaiana. This is a qualitative research, as semi-structured interviews were conducted and direct observation of practice of the teachers chosen in their respective stages, coming four categories: Learning in the nursery: Playing as a way of building relationships and meanings; Professor Researcher: A playful and reflective practice; The Need for Physical Educator in Early Childhood Education Institutions; which address the play as an effective means for building new learning and interactions, the importance of teacher-researcher in children's institutions to a theoretical and practical deepening and creative methodology in school practice and the need to have a child physical educator to monitor and propose best strategies for the comprehensive development of young children. Keywords: Play. Playfulness. Learning. Methodology Creative