01.1 - Graduação (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2
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Resultados da Pesquisa
Item A educação ambiental crítica na educação infantil: construção de um quintal brincante(2025-03-10) França, Carla Cunha de; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/6854845379580822O presente estudo buscou compreender aspectos da Educação Ambiental Crítica (EAC) na prática pedagógica de uma professora de crianças de dois anos. De forma específica procuramos identificar como aconteceram as experiências produzidas pelas crianças no quintal brincante do CMEI, campo de pesquisa; caracterizar os elementos (o espaço e os materiais didáticos) potencializadores para que a EAC aconteça. O referencial teórico baseou-se principalmente em Layrargues e Lima (2014), Tiriba (2018), Saheb e Rodrigues (2016) e Oliveira (2020) que tratam da Educação Ambiental Crítica e sua relação com a Educação Infantil. Trazendo o Movimento dos Quintais Brincantes, em que caracteriza-se como espaço de investigação, brincadeira e reflexão em espaços ao ar livre. A pesquisa de caráter qualitativo foi realizada no período de seis dias do mês de março de 2024. Usamos como procedimento de construção de dados a observação participante e como instrumento de construção, o diário de campo. O sujeito da pesquisa foi uma professora do grupo de crianças de dois anos, pedagoga e professora efetiva da rede do Recife. A análise de dados foi realizada pela metodologia de análise de conteúdo Bardin (2011). Os dados construídos mostraram que dentro da rotina na EI a professora promoveu a EAC com frequência, por meio de experiências que propiciaram a construção do pertencimento ao planeta Terra com a exploração, cuidado e interação. O espaço e os materiais pedagógicos como aspectos fundamentais para o desenvolvimento da EAC na prática pedagógica da professora, dentro do quintal brincante, mostraram-se ativos em seu planejamento, de maneira transversal, abordando a EAC com as crianças, dentro da rotina escolar ao espaço externo do CMEI.Item A caracterização do brincar livre de crianças com transtorno do espectro autista(2024-10-01) França, Gabriela Souza de; Beltrão, Natália Barros; http://lattes.cnpq.br/1778511907021100This study aims to analyze the free play of children with Autism Spectrum Disorder (ASD) without adult interference, seeking to understand the patterns, preferences, and challenges that emerge in this context. Play, a fundamental activity in children's cognitive, social, and emotional development, exhibits distinct characteristics in children with autism, who may face difficulties in interaction, communication, and creativity during play activities. The literature review indicates that children with ASD tend to exhibit deficits in symbolic and imaginative play, affecting the variety of their play interactions. Through an intervention in a playful environment, the motor and social experiences of these children were observed, aiming to explore how their interactions occur when exposed to free play. This study seeks to contribute to a greater understanding of the specific needs of play in children with autism, promoting more effective interventions while respecting their autonomy.Item Determinantes ambientais para o engajamento de crianças de primeira infância em atividades motoras não estruturadas de lazer na escola: uma revisão integrativa(2024-03-07) Pedroso, Carolayne; Pirauá, Natália Barros Beltrão; http://lattes.cnpq.br/1778511907021100; http://lattes.cnpq.br/8780453048351750Free play is a fundamental activity for the child's overall health and development. The study aims to identify the environmental determinants that influence children's engagement in leisure-time motor activities at school, through an integrative literature review. The databases used for the searches were: PubMED, Scopus, PsycINFO and LILACS. The selection of descriptors used in the search was carried out by consulting MESH and DECs. The following descriptors, terms and logical operators were chosen: “free play” OR “unstructured play” OR “self-directed play” OR “outdoor play” AND environment OR playground OR schoolyard AND school. Or the expression: “free play” OR “unstructured play” OR “self-directed play” OR “outdoor play” AND environment OR playground OR schoolyard AND school; to the Scielo base. Studies that evaluated the motor activity of children aged 3 to 6 years, which were carried out in the school environment and which had the measurement of motor activity as an outcome, were included. The results show us that fixed equipment in playgrounds and favorable weather conditions increase children's physical activity. Interventions such as tagging often intensify this activity, but reforms have varying effects. In this way, we can consider that fixed equipment in playgrounds enhances children's physical activity. The quality of the space and interventions such as renovations are fundamental and the design of playgrounds is crucial to promoting a more active future for children.Item Intencionalidade docente e sua relação com as brincadeiras na rotina da Educação Infantil(2023-09-12) Silva, Clecia Moreira da; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/6196625800412945The main objective of this study is to investigate the teacher's intentionality in the play activities experienced in the routine of group 03 of early childhood education in a daycare center in the municipal network of Paudalho-PE. The aim is to understand how the teacher promotes and directs these games, mapping out when and where these experiences take place. The research is motivated by the researcher's experience as an intern in a nursery school, where she realized the importance of play in early childhood education and the need to consciously plan these moments. In addition, the social and academic relevance of the study stands out, focusing on early childhood education and the investigation of teacher intentionality in play activities. The study is organized into three chapters, covering the historical concept of the child, the methodology used in the research and the analysis of the data obtained, highlighting the relationship between teacher intentionality and the games played. The conclusions emphasize the importance of pedagogical intentionality in promoting an enriching learning environment in early childhood education.Item Atuação docente diante da brincadeira na Educação Infantil(2022-10-03) Leitão, Roberta Oliveira; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/6522592173949563The general objective of this work was to understand the action of the early childhood education teacher in relation to playing and, as specific objectives, to repertoire the games and games experienced with children in group IV of early childhood education; identify how playing appears within the school routine. The guiding problem of the research was: how is play inserted in the planning of the early childhood education teacher? Based on this question and based on the general and specific objectives, we carried out the study of the theoretical categories using as guides the authors: Kishimoto (2010), Corasarri, Vagula and Nascimento (2018), Loro (2015), Carvalho (2010), among others. others. The research was qualitative in nature, carried out in a school of the municipal network of the municipal network of Jaboatão dos Guararapes. Data were collected through participant observation with the aid of a field diary. The technique for analyzing the data produced was content analysis (BARDIN, 2011). Through data analysis, it was found that playing was rarely promoted by the teacher and that it is seen as a hobby, demonstrating the almost non-existence of playing in group IV of early childhood education at the research field school. It was also found that, for the most part, playing arose as a result of children's initiatives at times when they felt idle or because of the little offer of this right to children. They found space to create games with their bodies, which they had available material, confirming that playing is essential, motivational and necessary for the child's life.Item A transição da Educação Infantil para o Ensino Fundamental: um olhar da Educação Física sobre a brincadeira(2023-05-04) Melo, Maria Eduarda Vieira de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/7955853296079027This study aims to understand the transition process from Kindergarten to Elementary School, recognizing students' right to school education and learning, as well as identifying the role of Physical Education and its relationship with play in this context, contributing to the discussion of this theme in the training of Physical Education teachers and their practice in the classroom. The research was carried out using the Kindergarten qualitative method and was developed through the critical analysis of scientific articles and official documents related to the theme, therefore being a bibliographic-documentary research. This study highlights the changes in Brazilian educational laws regarding Kindergarten and Elementary School, and the impacts generated by changes in the teaching transition process, taking into consideration the uniqueness and comprehensiveness of the child and the childhood period. Moreover, the research also revealed what official documents present about how the transition process should occur in Physical Education. Therefore, the study contributed to understanding the transition process from Kindergarten to Elementary School, pointing out the importance of play in this process, as well as the importance of connections and continuity of learning between the two stages of education, besides presenting the need for studies and the development of documents focused on the theme of teaching transition in the field of Physical Education.Item A brincadeira na educação infantil: o ato de brincar na prática pedagógica de uma professora de crianças de 4 anos(2021-07-15) Almeida, Cybelle Medeiros de; Carvalho, Maria Jaqueline Paes de; http://lattes.cnpq.br/9755289492514554; http://lattes.cnpq.br/3313085571462084The subject of the study aimed to understand how interactive games are inserted in the pedagogical practice of a teacher of early childhood education, in a group IV class of a Municipal Children's Education Center (CMEI) in the city of Recife-PE. This being qualitative research, we base ourselves on the main authors who supported this research, Kishimoto (2010), Horn (2018) and Maluf (2012). Data were collected from participant observation. These are then categorized under a thematic analysis perspective, proposed by Bardin (1988). This study confirmed that a game is present in the pedagogical practice of the group IV teacher. She declares that playing is a requirement in her practice at the Municipal Center for Child Education where she works and in the curriculum of the City of Recife. She organizes and plans games during her daily routine. The games organized by her is viewed as more significant than the free play students have amongst themselves. This work shows that playing is part of the child's life.Therefore, it needs to be studied thoroughly in the initial and continued training of teachers so that it becomes a legal, affective and effective practice.