Formação com professores nos anos iniciais do ensino fundamental: a ludicidade como possibilidade de enfrentamento da pobreza e da extrema pobreza

Abstract

The general objective of this study was to encourage reflections and debates on poverty and impoverished childhood, thinking of playfulness as a mediating pedagogical practice in dealing with this social condition. As specific objectives, we sought to: a) reflect on the historical and social issues of poverty and childhood, directing views towards playing/playing in Brazilian society, over time, and in articulation with the early years of Elementary School in present; b) organize a spacetime for training in the researched school (virtual and on-site), with regent teachers, coordination and area teachers (Physical Education and Art) who work in the 1st and 2nd year of Elementary School, in order to encourage the debate on “Education, Poverty, Childhood and Playfulness”; c) develop, collaboratively, with the teachers participating in the training, playful proposals for facing the condition of poverty and extreme poverty for children in the 1st and 2nd year of Elementary School. It is based on qualitative research and on the assumptions of critical action research for the development of this study, due to the formative character of this type of research. Data production was based on dialogues in space/time of collaborative training, remotely, with teachers from a school located in a vulnerable neighborhood. Four teachers who work in the first and second years of elementary school participated in this training, aiming to discuss and promote the debate on the historical and social issues of poverty and childhood, articulated with the pedagogical practice, as well as, by collaboratively elaborating a interdisciplinary proposal for fighting poverty. As a theoretical contribution, for the relationship between Education and Poverty, Arroyo (2014; 2016), Cararo (2015), Yannoulas and Duarte (2013a, 2013b); for the debate on Childhood, we used the Sociology of Childhood based on Sarmento (2002, 2004; 2005); from the perspective of recreational activities, we use Borba (2007), Kishimoto (2009; 2010), Luckesi (2005; 2014) and Freire (2003). The results point to new possibilities for formative movements; the contribution of the debate on poverty to the rewriting of the School's Pedagogical Political Project; the urgency to broaden the debate with a view to facing the denial of rights, especially in the school context; and the need to broaden the debate on the child's transition process from kindergarten to elementary school, denaturalizing ruptures. As a product of this collaborative process with teachers, the interdisciplinary playful proposal is the result of the training movement aimed at coping through the dialogue on the Child and Adolescent Statute, based on playing as a child's right, especially in the learning process.