Cultura de pares e cultura lúdica: brincadeiras na escola

Abstract

This research has as theme: peer culture and playful culture: games in the school and had as its guiding axes the following questions: how do cultures occur playful in the joke? How important is the act of playing in the construction of child's knowledge? What contributions does the culture of playing add to integral child development? What does the teacher understand by childhood? THE Has school privileged play? besides the objectives that guided the research were: knowing the children's ways of playing and interacting, identifying the cultures of pairs presented in the games and analyze the contributions that play adds to the integral development of the child. From a qualitative approach it was initially developed a bibliographic research based on the theoretical contributions of authors such as: VYGOTSKY, 2007, ARIÈS, 1983, WINNICOTT, 1982, FORTUNA, 2003, RAMOS, 2002, MATOS, 1993, MOURITIZEN, 1998, NUNES AND PEREIRA, 1996 among others. For a better understanding, a field research was carried out, making use of participant observation instruments and free interview. The discussion of results revolved around the content analysis method, which was organized into two categories being: l data analysis category: the teacher's view of Early Childhood Education, and playful culture: school games and ll data analysis category: peer culture and play at school. The work is technically organized into three chapters that complement each other in the sense of answer the questions that guided the study, it can be concluded that playing helps child in their communication, and thus improve their language, facilitate the growth and lead the child to group relationships.