O brincar revolucionário de faz de conta na perspectiva histórico-cultural: vozes, imagens, manifestações, expressões das infâncias e crianças de 4 e 5 anos

Abstract

The debate on the theme of make-believe play has expanded in recent years. In addition, studies and research with children on stage are more intense in this century, mainly related to their voices, their listening. These are seen as citizens of rights, protagonists, social agents, producers of cultures. Thus, the study prioritizes listening to children, their points of view, giving sound to their voices, sometimes silenced looking at their children's specificities with the theme: The revolutionary play of make-believe in the historical-cultural perspective: Voices, images, manifestations, expressions of childhood and children in Early Childhood Education. This study is based on the historical-cultural perspective of Vigotski (1988, 1993, 1996, 1998, 2005, 2009, 2021) and his followers Leontiev (1978, 2010), Elkonin (1998), Mukhina (1995), which defends make-believe play as a guide activity for children in Early Childhood Education, that is, as one of the most important actions for their learning and development process, as a source of psychic, character and personality development. Its general objective is to analyze the voices, images, manifestations expressed at the time of revolutionary make-believe play for children aged 4 and 5 years. It also aims to identify the social and cultural aspects of 4 and 5 year old children that are evidenced in their make-believe ways of playing; recognize the voices, the scenarios, the themes, the contents, the make-believe play characters portrayed today by children aged 4 and 5; understand the imaginary situations and the use of rules used by children aged 4 and 5 years in the moments of Play make-believe. The research is qualitative, inspired by ethnography, based on research methodology with children. Ethnography is one of the main methodologies for researching childhood, as this mode better captures the voice of children and their modes of participation in the data presented. The study was developed in two moments and in two different contexts/reality. The first moment, before the Pandemic, was carried out in the context of two public institutions (Municipal Early Childhood Education Centers – CEIMs) that work with children from 0 to 5 years old in the city of Chapecó/SC. Participants were specifically children aged 4 and 5 years old. The second moment, during the Pandemic, was carried out in the context/daily life of the residence of the researcher and children of the same age group in the rural area of the municipality of Nova Itaberaba/SC. The production of data was carried out through participatory observation, filming, photographs during moments of make-believe play. In summary, when we observe the child playing make-believe playing scenes experienced in their social and cultural relationships, we identified that the roles assumed by children in both CEIMs surveyed, as well as in the context of the rural area, were related to family relationships (reproducing the role of mother, father, son, grandmother, grandfather) and the content of the world of work, professions (driver, police, hairdresser, teacher, doctor). The children portray in their expressions (playing and drawing) the social injustices they are subjected to in their daily lives. Based on studies, we consider that through make-believe play, children experience new learning. They are a guiding activity and a source of development boosting higher psychic functions and the instruction process. There is no make-believe game without imagination and rules. Imagination depends on experience and the child's experience forms and grows gradually. Playing, the child desires, fulfills wishes, experiences the main categories of reality, creating ways of being and being in the world.