O jogo e a formação de sujeitos protagonistas na educação infantil : uma proposta coletiva de trabalho

Abstract

This work was outlined from the problem: Why early childhood education has faced difficulties in carrying out their role in the life of the subject, given in a limited way the historical and social needs of children of full and systematic appropriation of culture? Given this, how the play could be inserted in the subject protagonists formation process? While central theme shows the joint of the play and the collective work in building the protagonism of early childhood education. The research took place in a public school in Goiânia-GO from January 2015 to April 2016 and aimed to contribute to the process of collective construction of pedagogical work with the preschool teachers aiming to develop an educational proposal, centered on the play in a historical and cultural perspective. The methodology used was action research guided by the collective work, considering the categories of totality, contradiction, history and praxis. The methodological tools employed involved participant observation of early childhood education everyday, interviews with teachers, documentary analysis of school’s PPP and educational proposal for children's education of Municipal Network Goiânia and seminars with the school’s collective. The research pointed out that the educational work in preschool is of a compensatory nature and, the physical education and the play, even being recognized as key elements in early childhood education, continue occupying a secondary space. The collective construction of an integrated educational proposal, based on the play was set up as the action developed from the research. The actions indicated that the play is a privileged space for the formation of protagonists’s subjects, therefore, must be combined with teaching and taken as an educational axis. It was considered that a work theoretically grounded, collectively constructed and made from a comprehensive proposal of education can enable the construction of a transforming early childhood education. Through collective action, teachers involved in the research showed the capacity of breaking with fragmented and instrumental teaching practices. Therefore, collective work presented itself as a real possibility for the development of a comprehensive education showing that, taken for a common goal, the subjects emerge with greater possibilities for transformative intervention in reality.