O brincar na educação infantil : concepções sobre o brincar de professoras de um CEIM de São Mateus/ES

Abstract

The Child Education purpose supported by official documents takes for granted the guided pedagogical practices on the learning process to the integral children development in their social, cultural, cognitive aspect also, make sure that their rights are respected. In these documents the action of playing is presented as a child right. Based on this purpose thinking of playing action in the Child Education is a way of assist this need , respecting and taking for granted the quality of the process from the teachers’ guided interactions. This current research was characterized by a qualitative investigation with an explaining aspect and it aimed to present the importance of playing in the Child Education as well as analyze the teachers conceptions about the kids’ action of playing. Through a semi structured interviews made with teachers of a Child Education Center (CEIM ) in São Mateus city, this work aimed to reach the proposed objective. The interviews results led to the comprehension of how the teachers think of the act of playing in the child Education also how they understand such theme and it permitted to have a better look on the anguishes faced as in the teachers’ routines as in the children’s. The analysis of the teacher’s speeches started with several authors’ theories which suggest the study of playing and its importance in the learning process of and children’s development such as Brougère, Vigotski2, Benjamin, among others. Through this present work it was possible to notice that the teachers do not associate the playing action with its importance for the children’s integral development in the quest of Child Education as the official documents suggest. It was also possible to through such work the need of rethink of the formation courses, and also the continuing formation possibility with no generalizations because it shows a reality view which makes possible the construction of the comprehension that the playing action is a child right and it turns concrete their learning and the development consequently.