The study analyzes the recreational dimension in Early Childhood Education, based on the assumption that the relationships established in the social field are marked by dynamism and contradictions. It seeks to investigate: To what extent is the aspect occupied by the recreational dimension, especially playing, linked to participatory pedagogical practices? The objective is to understand the relation between the aspect occupied by the recreational dimension in Early Childhood Education and the pedagogical practices that acknowledge and value the child as an individual participant and constructor of his or her own knowledge. As the study's locale, there is an EMEI located in the peripheral urban area of the Municipality of Macapá/AP. The methodology utilized is based on the qualitative approach, anchored in the Case Study method, having as main techniques and data collection tools: the semi-structured interview and the focus group consisting of the teachers; conversation circles with the children and participant observation in the contexts of each teacher with their own students. In the treatment of data, the principles present in Hermeneutics-Dialectics were used, in order to support the comprehension of language and empirical practices, as well as the conflicts and contradictions present in the reality where the playfulness of the recreational dimension and the child are under the bias of institutionalization and pedagogical practices. The results demonstrate that the aspect occupied by the recreational dimension is clearly defined in the official documents and in the pedagogical discourse, but remains misunderstood and seen as inferior in the educational context, largely due to the bureaucratization and pedagogization of teachers and professors, and the social demands that enhance transmissive practices and disqualify practices originated in the participation and recognition of the child as a historical and cultural individual, as these do not represent the logic of a capitalist society.
|
