Brincadeira de família em contexto de educação infantil: processos de significação e cultura de pares

Abstract

This thesis aims to investigate processes of significance and the creation of children's peers culture in plays of 5 years children, in a context of early childhood education, which has the social object "family" as the theme. Specifically, it recognizes the play as an integral part of the culture of peers, as an instigator of symbolic exchanges; of social objects appropriation and as a rich way of evidencing meanings built by children. It allows to observe how children elaborate the understanding about family, which actions they practice, how they express it and which meaning they give to different roles and relationships that constitute them according to their perspectives. Also, culture of peers discusses the importance of adult role as a supporter of plays shared by children in context of early childhood education. Reflect on the specific dimensions of the pedagogical work, such as organization of areas, routine, place of playing, importance of observation and record of children agencies. Finally, it recognizes the research relevance with children for guiding the pedagogical practice in day care center and preschools and contributes to teacher training. The research is anchored in theoretical references, considered complementary for the investigation with children: the approach of Psychoethology, discussed by Ana Maria Carvalho, Maria Isabel Pedrosa, and other researchers of this group, in dialogue with the interpretative approach of childhood sociology, especially the perspective of the interpretive reproduction of Willian Corsaro. The study was developed in an education center in the city of Maceió, with a group of 7 children, 3 boys and 4 girls, aged 5 years, who were selected based on the criterion of privileged partnership (CARVALHO and PEDROSA, 2002). The thesis is that starting from a conception of child as a social agent, agent of creation and transmission of culture and its own development, child's play is the constitutive locus of peers culture: it reveals fragments of meanings of social objects and also propitiates the construction of their own meanings. The social object "family" is taken to problematize the intended research, considering that family is a recurrent theme in children's play in this age group (CORSARO, 2009; MAYNART, 2010; LIRA, 2012; OLIVEIRA, 2015; SANTOS, 2015 ). As a methodological proposal, participant observation sessions and family play workshops were held, and it consists in inviting children to plan and play as they were family. It was preceded by two preliminary workshops that were guided by the work of infant literature “Tanto, tanto!”, written by Trish Cooke. This literature was utilized to produce the workshops and introduce the theme “family” to the children. These workshops, inspired by research developed in LabInt (Laboratory of Human Social Interaction - UFPE) And also in research carried out in the Research Group on Infant Education and Human Development (GPEIDH/UFAL), took place in a permanent room of the institution structured for the symbolic game. After completing these, questionnaires were applied with parents/guardians of the children to obtain complementary information the cultural context that could collaborate with the research. Data were generated using video recording and part of the conversations, referring to the moment of the planning and of interactional episodes, which were transcribed for later micro genetic analysis procedure. The results show that in family play, children reveal their family understandings, which involve: roles they judge to compose it; relations existing between members; behaviors and actions according to their perspectives, in an interplay that has raised aspects of how pretending to be family is, what is done in a family, and how it is done. For this, the children utilized gestures, intonations, facial expressions, among other relevant resources. The created plots reveal fragments and clues to their meanings, which were negotiated in the group. In this context, it was possible to recognize the importance of th structured environment for playing, the sensitive view of supportive adult and the uses attributed to the objects, which often guided the course of negotiations and showed aspects of the meanings of children built in relations with the peers.