O papel das brincadeiras no desenvolvimento e aprendizagem na educação infantil em uma escola municipal da zona leste de Manaus

Abstract

This work originated from a research that aimed to analyze the role attributed to play in promoting development and learning in an Early Childhood Education class. Therefore, sought to identify how the game was present in class classes; check which role attributed to play by the teacher in promoting the development and learning of children from Kindergarten, as well as pointing out possible difficulties encountered by the teacher for the use of play in the class. The qualitative approach research was a case study, in the phenomenological approach, in which it was used as a collection instrument of data to participant observation throughout Stage I, a structured interview and a professional questionnaire. From the data analysis, it was found that the teacher recognizes the relevance of play in education for child development and learning, but without evidence of further theoretical deepening in the subject, with emphasis also being placed on the “pedagogized play” in the classroom. It was also identified the presence of a moment of weekly play in the class, in the school playground, but on this occasion there is no approach of the teacher - in the sense of observing, reflecting and/or getting involved in the games with the class. New technologies and the lack of time for adults who live in the family with the child were identified as obstacles to the development of games in the classroom. of class.