| dc.description.abstract | This post-graduation study is linked to the LP1 research area, called Teacher Training and
Professional Development, of Education Post-Graduation Program from Universidade
Federal de Santa Maria. It focus is in three teachers life history, aiming to study the
childhood and ludic activities conceptions, during the personal and professional life trajectory
of the teachers, with the basic education enlargement. A qualitative approach is used, with
the Case Study Method of the type Histories of Life, tends as instruments of collection of
information the written autobiographies and the semi-structured interviews with the
collaborators of the research. Starting from the reconstruction of their life histories, the three
collaborators narrated their representations of childhoods and ludic activities, built in their
personal and professional trajectory. It leans on in the studies of Priors (2007, 1995), Corazza
(2000, 2002), Aries (2006), Negrine (2000), Fortune (2004), Kishimoto (2006, 2008), among
others that approach the childhood and the ludic activities; in studies of Nóvoa (1992, 1995),
Pereira (2000), Tardif (2000, 2002), Imbernón (2005), Sacristán (2006), among others that
study the training teacher and teacher knowledge; as well as in the Laws, Opinions and Legal
Orientations for the enlargement of the Basic Education. It is believed that the implementation
of the Basic Education of nine years opens spaces for the discussion of the childhoods and of
the ludic activities among the teachers, in search of solid practices for the new pointed
perspectives for the didactic and pedagogic work with the six year-old children. It is
considered the relevance of the Orientations and Reports of Ministry of Education (2004a,
2004b, 2006, 2007) to this work in the new first year of the Basic Education happens in a
ludic perspective, approaching a literacy atmosphere and respecting the integral development
of the childhood. In that sense, this research configures important moments of approach with
the conceptions of childhood and ludic activities, pointing hypotheses for the construction of
practices that it respect the childhood and value the ludic aspects inside of the classrooms of
the first year of the Basic Education of nine-years-long. | |
