Ensino Fundamental: a ausência do brincar em ambiente convidativo ao lúdico
Data
2024
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este Trabalho de Conclusão de Curso (TCC), na modalidade Relato de Experiência, tem como temática a presença (ou ausência) do brincar na prática cotidiana escolar. O período de imersão numa escola da rede pública de Guarulhos, sediada em um dos Centros Educacionais Unificados – CEU, para a realização da Residência Pedagógica no Ensino Fundamental, foi de significativa importância para refletir e buscar compreender o papel do brincar na proposta pedagógica, especialmente de escolas em que o projeto arquitetônico e equipamentos disponíveis são convidativos a atividades lúdicas. Após período de imersão constatou-se que,apesar do espaço e equipamentos disponíveis e convidativos, o tempo dedicado para exploração do parque e áreas verdes para o desenvolvimento de brincadeiras era bastante restrito: apenas uma vez por semana. O brincar parece ser compreendido como atividade menos importante para a formação integral das crianças, podendo inclusive ser preterido. Para o enfrentamento dessa situação e sua superação, acredita-se ser necessário problematizar as propostas de formação inicial de professoras(es) e incluir a temática como conteúdo de fundamental importância para uma prática docente que respeite os direitos das crianças e oportunize as melhores condições para seu desenvolvimento integral e formação humana.
The theme of this Course Conclusion Thesis (TCC), in the form of an Experience Report, is the presence (or absence) of play in everyday school practice. The period of immersion in a public school in Guarulhos, located in one of the Unified Educational Centers – CEU, to perform the Pedagogical Residency in Elementary School, was important to understand the role of play in pedagogical proposal, especially in schools where the architectural design and equipment available are inviting to play activities. After the immersion period, it was found that, despite the space and equipment available, the time dedicated to exploring that was very limited: only once a week. Playing seems to be understood as a less important activity for children’s full development and may even be neglected. To confront this situation and overcome it, we believe it is necessary to problematize the proposals for initial teacher training and include the subject as fundamentally important content for a teaching practice that respects children’s rights and provides the best conditions for their full development and human growth.
The theme of this Course Conclusion Thesis (TCC), in the form of an Experience Report, is the presence (or absence) of play in everyday school practice. The period of immersion in a public school in Guarulhos, located in one of the Unified Educational Centers – CEU, to perform the Pedagogical Residency in Elementary School, was important to understand the role of play in pedagogical proposal, especially in schools where the architectural design and equipment available are inviting to play activities. After the immersion period, it was found that, despite the space and equipment available, the time dedicated to exploring that was very limited: only once a week. Playing seems to be understood as a less important activity for children’s full development and may even be neglected. To confront this situation and overcome it, we believe it is necessary to problematize the proposals for initial teacher training and include the subject as fundamentally important content for a teaching practice that respects children’s rights and provides the best conditions for their full development and human growth.