Cultura da(s) infância(s) e educação infantil: o que revelam as brincadeiras e as interações das crianças de 3 e 4 anos?

Abstract

The present research aimed to investigate how children reveal/produce children's culture through interactions and play in the daily life of Early Childhood Education. The study was conducted with a group of fifteen children, from a Maternal 2 class, aged 3 and 4 years old, from a public Early Childhood Education school in the municipality of Erechim/RS. The writing was structured into three chapters. The first chapter presents the methodological path, which was based on a qualitative approach, using bibliographic, documentary, and child-focused research procedures. Initially, the research also organized a bibliographic and documentary analysis, based on legal documents and works by renowned authors in the field. Subsequently, research with children was conducted through a sensitive approach using photographs, videos, mini-stories, and transcriptions of speeches made throughout the year 2023 with participatory research as its main approach. The second chapter addresses the historical and legal path of Early Childhood Education, reflecting on conceptions of childhood(s), as well as interactions and play as guiding axes of pedagogical practices. To enrich the discussion, documents and legal norms that support this stage of basic education were used, especially CNE/CEB Opinion Nº 20/2009, which revises the National Curriculum Guidelines for Early Childhood Education (DCNEI), and CNE/CEB Resolution No. 5/2009, which establishes the Guidelines (BRASIL, 2009a; 2009b). The third chapter discusses the concept of children's culture and organizes two discussion categories: play and peer interactions. To theoretically support the reflection of the chapters, authors such as Vygotsky (1984; 1991), Kishimoto (1994, 2013), Wajskop (1995), Friedmann (1996), Brougère (1997, 1998, 2010), Pinto and Sarmento (1997), Sarmento (2004), Kramer (2006), Corsaro (2011), Barbosa (2007; 2009; 2014), Santos (2014), and Souza (2023) were used. Finally, it is emphasized that conducting research with the children allowed for an in-depth understanding of how they produce and reveal children's culture through play and interaction with their peers. Through sensitive listening, it was possible to reveal the knowledge built by the children during interactions and play, fundamental guiding axes that should permeate the daily life of Early Childhood Education.