This paper aims to comprehend in which way social roles make - believe activities contribute to children's personality development. For that, specifically, there was an attempt to characterize the cultural context (school and family) concerning the children selected to participate in the research; to observe the teacher's pedagogic practice regarding social roles make - believe activities devel-oped by the kids; to understand the way children resignify social situations experienced for them-selves through make - believe activities and identify superior psychological functions involved in social roles make - believe activities developed by kids from the class. The methodological - theo-retical assumptions are based on Vigotski’s, Elkonin’s and Leontiev's studies. So that infantile development occurs, environment conditions are essential and include children's interaction with closer adults, interaction with objects, up to social roles make - believe activities, typical from four and six year ages. The social roles make - believe activities, as a guiding propellant activity of infantile development in preschool, allows comprehension and reflection about everyday life and it is constituted as an essential activity regarding the development of superior psychological functions, among them, imagination, consciousness symbolic function and will control. Infantile education is, potentially, one of the privileged contexts for children's development in search of the human dimension historically established, once it can enable access to cultural assets through interactions established with people and objects in an organized, planned and intentional way. The research is characterized as an experimental study achieved at a Municipal Unit of Infantile Edu-cation (UMEI) of Santarém City - Pará. Concerning data production, observations regarding the children's routine from a preschool class and application of questionnaires to their parents or responsible ones were developed. In view of the confirmation, in the research exploratory peri-od, where the playing did not have a relevant place in daily life, an intervention with a teacher was achieved, focusing on formative studies about social roles make - believe activities, aiming to incite planning, enrichment and problematization concerning this activity. The observation data about the playing were registered in a field diary, photographs and videos. The material analysis was based on the principles of the experimental - genetic method/micro genetic analysis. The re-sults show that the social roles make - believe activities enable educational effects which influ-ence on children’s personality development that, when playing represent rules, contents and themes from social relations. Children represented, in the make - believe, social roles of domestic argument, work, regional feature and literature; fauna roles and animalistic content, conceiving, respectively, the children’s relations with animals and fantastic experiences of human creation. Psychological processes at real and imminent levels of development on the children, such as im-agination, will control, speaking, consciousness symbolic function, writing and calculus were also identified. The study has provided possibilities for the make – believe to develop at the third level of the playing of roles. In the playing, regarding real and imaginary situations, representations of social relations which involve collective work, sharing, self-affirmation, conformism, violence, prejudice and fear were identified. As the research sub product, the continuing education enabled changes on the teacher‘s educational practice, who started to understand better, among other as-pects concerning teaching practice, her role in front of the guiding activity regarding the infantile development.
|
