O lúdico e a constituição de sujeitos no cotidiano de uma escola de educação infantil

Abstract

The game activities can play a relevant role in the teaching-learning process and in the child's development in the infantile education in their multiples aspects: cognitive, affectionate, social, motor, ethical, aesthetic, among other, and they express the way that a child contemplates, orders, builds and rebuilds the world with his or her way. The development of game activities in the infantile education can restructure the space and time in scholar and, mainly, the established relationships between the children and the knowledge, the children among themselves and their teachers. It becomes important, therefore, that we better know the limits and the possibilities of the game activities in the infantile education and what is in "game" in our children's life daily scholar and teachers. How do they play, for which games they are interested, which are the themes of their games, which objects do they use, how do they use them and why do they make it? In that sense, in this research, we question: how is constituted the daily of the game activity at a classroom of infantile education of the town of Itapetinga-BA? How is the interaction relationship between children and teachers in the educational activities, mainly in those that use game resources? How the intersubjective relationships mediated by the game contribute for the constitution of those subjects in the school? To understand the process of daily organization of the game in a school of infantile education and the relationship of that process with the way of behavior of students and teachers is to implicate in bringing to the reflection behaviors marked by meanings and inseparable senses of the histories of the involved subjects. This research, developed to look for answers to the previous subjects, was built starting from theoretical and scientific beginnings of the qualitative investigation and orientation of ethnography, with the use of interviews with teachers, pedagogic team of an infantile school in the town of Itapetinga-BA; observations in classroom, of pedagogic meetings, documental analysis (pedagogic proposal of the Infantile Education, teaching plannings, notebooks of the children's activities and notebooks of annotations with registration of the evaluations of the child's development, among others). The data of this study showed that the daily of the game activity of the school is configured as a space-time of learnings, even with the limitations of physical space of the Escola Brincando e Aprendendo; a planning for the children's recreation inexists; the daily scholar is structured as a formative space, and the game become as an important tool in the social relationships established among the subjects being configured as potential space of learnings and constitution of the social subject; it urges to invest in the teachers' continuous (and game s) formation and the warranty of better work conditions. We looked for, therefore, in that way, to create itineraries to make possible the (re)construction and/or enlargement of knowledge and reflections concerning the game, as well as the understan