CURRICULA IN THE EARLY YEARS OF ELEMENTARY EDUCATION: LEARNING POWERED THROUGH PLAY
Name: IRENE COUTINHO DA SILVA
Publication date: 17/12/2024
Examining board:
Name |
Role |
|---|---|
| DANIELLE PIONTKOVSKY | Examinador Externo |
| KEZIA RODRIGUES NUNES | Presidente |
| SOLER GONZALEZ | Examinador Interno |
Summary: This paper focuses on playing and playful activities in pedagogical practices with first- grade children in elementary school. Its general objective is to broaden the meanings of playing in curricular practices during the early years of schooling. The specific objectives are: a) to explore what has been produced in dissertations and theses about playing in the first grade of elementary school; b) to understand key federal and municipal educational laws and regulations guiding elementary school practices, highlighting how playing is included or excluded in such prescriptions; c) to contribute to curricular practices which involve playing with a first-grade class in a school in the Municipality of Vila Velha; d) to create an educational product as an e-book in the form of a story, narrating experiences with playing in the first grade from the perspective of children beginning this stage, who live in the Region V of Vila Velha, considering playing in the context of this region and its connections with other city areas, as well as playing in daily school life. The study is qualitative in nature, involving 25 students and a first-grade classroom teacher. Data collection instruments include field diaries, photographs, observations, and dialogues with children and the teacher. The theoretical framework is based on curriculum studies and research on daily life, drawing on authors such as Certeau (2014), Alves (2003;2008;2015); Alves et al. (2021); Oliveira (2005;2012;2014); Ferraço (2005; 2007; 2021); Ferraço et al. (2021);
Lopes e Macedo (2011); Nunes (2019;2023) and Nunes e Neira (2020; 2021). Regarding learning through playing, key references include Kishimoto (1995;1994; 2003; 2009;2010), Mello et al. (2011), and childhood conceptions discussed by Kohan (2003;2005;2019;2020). The research presents as its educational product the aforementioned children's literature work, developed in collaboration with the study participants. The results indicate: expanded discussions on curricular practices that include play; promotion of more attentive and empathetic pedagogical practices that respect children's right to experience childhood during the transition to elementary school; strengthened collaboration between basic and higher education institutions, fostering integrated pedagogical practices; and the recognition of children, evidenced by more meaningful learning processes extending play beyond the school context, resulting in happier children respected in their learning journeys.
