Metamorfoses formativas: um estudo sobre a atividade lúdica nos anos iniciais do ensino fundamental

Abstract

With the enactment of Law n. 11.274, 2006, which provides for the alteration of Elementary Education (EE) from eight to nine years, children with six years of age began to be enrolled in the first year of the EE. With this, a greater number of responsibilities and contents have been demanded of them, which directly interferes with the organization of pedagogical work, reducing or eliminating the times and spaces of the play activity in their school life. It is as if from that moment the child had to take another stance, geared much more to the world of work and to the information society – even though it was still in childhood. In reflecting on this reality, in the context of previous experiences of interaction with children, as a researcher and as a teacher, we were motivated to build our Doctoral Thesis, guided by the following study questions: 1. What teacher formation needs do the teachers present with regard to the development of pedagogical practices – in the initial years of Elementary Education – that have the playfulness as a guiding role?; 2. What are the constitutive elements of a didacticpedagogical action that aims at the continuous formation of teachers, with the pretension of overcoming the needs of their teacher formation in the development of pedagogical practices guided by the playfulness of the child in the initial years of Elementary Education? The work has as objectives: 1. To investigate teacher formation needs for the development of pedagogical practice in the initial years of Elementary Education, which has playfulness as a guiding role; 2. To (re) construct, together with teachers, knowledge guiding the development of pedagogical practices – with the child of the initial years of Elementary Education, who have the playfulness as organizing principle and their teaching needs, as the basis of the formative process. We focus as a locus of the research a school of the public network of the municipality of Natal/RN, and, as subjects of work, 09 (nine) teachers of the initial years of Elementary Education. From the interlocking of the questions put, we link our methodological path to the qualitative research approach, working with ethnography, teacher narratives and action research. We use as data building procedures the narrative interview, the observation and the documentary analysis. For our analysis, we are inspired by the principles of Content Analysis (BARDIN, 2011), seeking to move through the theory/practice relationship, establishing dialogues with the research subjects and other authors consulted. Thus, from the analysis of the data, emerged the theme "Teacher training needs on Play/Game". As results of the first stage of the research, we verified that the teachers experienced formative needs in relation to the theoretical and practical reflections on the ludic activity. As categories of the great theme, emerged the programmatic contents of the formation (first metamorphosis): conceptions of child, childhood and game; conceptions of game; importance of game; role of the teacher in the games; planning of the games. The methodological procedures of the formation were organized in reflexive sessions of reading, participant observation and the theory-practice articulation. The second metamorphosis – evaluation/reflection plan – was carried out from observations, records in the field diary, reconstruction of plans and practices and shared dialogue in the formation meetings. Throughout the whole process we consider that the didactic-pedagogical actions were well evaluated by the teachers, because we perceive that the transformations experienced by them showed an evident progress in theoreticalmethodological knowledge, based on their narratives and practices. In this context, we highlight that the results of the work confirm our thesis that the continuous formation of the teacher to develop a pedagogical practice with children of early years of Elementary School, having playfulness as an organizing principle, will only be relevant and effective if the needs of the teacher – in this sense – constitute itself the "basis of the formative process".