A “cultura do brincar” nos anos iniciais do ensino fundamental de nove anos

Abstract

The present research focused on the following problem: as the culture of playing has been instituted and materialized in the initial years of the nine-year Primary School, since the implementation of the Law 11.274 / 2006, the path undertaken of a bibliographic support, documentary, and of the "state of knowledge" type, according to Ferreira (2002).This formative commitment/study aimed at analyzing the senses and meanings about the culture of playing, present in the official documents and in Stricto Sensu productions in the temporal cut from 2006 to 2017. Consonant to the proposed were achieved two methodological movements: the analysis of the official documents guiding the policy of nine-year Elementary School, proposed by the Ministry of Education, and of the productions derived from masters and doctoral programs. For that, we accessed the CAPES (Coordination for Improvement of Higher Education Personnel), using the search expression "playing". Out of the total number of papers, 190 theses and 344 dissertations, 11 theses and 41 dissertations were selected, which directly circumscribed the research object. The analysis and interpretation of the results came from those of the Content Analysis of Bardin (1977) and its synthesis with Triviños` contributions (1987); pre-analysis, categorical analysis and inferential analysis. As results of this study, it was possible to deduce from the guiding documents, published by the Education Ministry, that the culture of playing in its different configurations should be guaranteed for the Elementary School child. In the reading of the academic productions, the following categories emerged: a) the denial of playing and / or its use as a pretext, under suspicion and in a secondary way; b) playing in the nine-year Primary School, the transition from early childhood to primary education and the teacher training for these demands; c) the experiences of playing as challenges and / or innovations that are necessary according to the times, spaces and contexts lived. We believe that these categories contribute to define the scenario of the playing culture on the first cycle of nine-year Primary Education, their senses and meanings. Due to that, we assumed the playing as a formative axis, whose central focus is on the child, on the institutions and their organizations, and on the teacher training, given the resignification of this process in the present time.