Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-05-18T20:40:03Z No. of bitstreams: 1 Ana Verissimo.pdf: 1173038 bytes, checksum: 19e7de81ca876e39ffaa5c894be8dd6c (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-05-28T13:40:13Z (GMT) No. of bitstreams: 1 Ana Verissimo.pdf: 1173038 bytes, checksum: 19e7de81ca876e39ffaa5c894be8dd6c (MD5) / Made available in DSpace on 2018-05-28T13:48:59Z (GMT). No. of bitstreams: 1 Ana Verissimo.pdf: 1173038 bytes, checksum: 19e7de81ca876e39ffaa5c894be8dd6c (MD5) Previous issue date: 2018-02-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The present work has as its main theme the right to free play in childhood, based on the analysis of which ways this right has been guaranteed in the pedagogical proposal of early childhood education, from a look at a Marist Education network in city of Porto Alegre /RS. This study is justified because it is taken as a reference that the main characteristic of childhood is a singularity of each child and the premise that as little children play, they do develop, make their concepts, create, share, project themselves, reproduce the reality and express their feelings and, as the Early Childhood Education is one of the first places where children socialize,it becomes a review on a relationship between play (free) and Early Childhood Education. Thus, the theoretical reference used is based on Barbosa (2006); Dolto (2007); Fortuna (2007; 2010); Horn (2003), Pinto and Sarmento (1997), Kishimoto (2013); Dornelles (2001) among others. In the empirical research, qualitative exploratory methodology was adopted, using as instruments for data collection, semi-structured interviews with six teachers who work in the Marista Children's Education, as well as the documentary analysis of 30-day weekly planning that preceded the interviews. The analyzes were made based on the assumptions of the Content Analysis of Bardin (2011) and sought to understand how free play is inserted in the curriculum, how the times and spaces are organized for free play as well as foreseen these moments within the pedagogical proposal of Early Childhood Education. Thus, four categories of analysis were defined: play, time, space and pedagogical proposal that, in a joint way, dialogue among themselves in the discussion about free play in early childhood education. The results showed an extreme appreciation of free play by the educators, understanding this moment as learning and training, understanding that it is through playing as children develop. In addition, through the guidelines modifications of martista early childhood education schools and the contributions of Reggio Emilia in the pedagogical proposal of this network of education, it was possible to perceive as conceptions that these teachers have for the space of formation, creation and socialization. / O presente trabalho tem como tema principal o direito ao brincar livre na inf?ncia, tendo como base a an?lise sobre as formas como esse direito tem sido garantido na proposta pedag?gica da educa??o infantil, a partir do olhar sobre a rede Marista de Educa??o na cidade de Porto Alegre/RS. Esse estudo justifica-se uma vez que se toma como refer?ncia que a principal caracter?stica da inf?ncia ? a singularidade de cada crian?a e partindo da premissa que as crian?as pequenas ao brincarem se desenvolvem, formam seus primeiros conceitos, criam, partilham, projetam, reproduzem a realidade e expressam seus sentimentos e sendo a Educa??o Infantil como um dos primeiros lugares onde as crian?as socializam, torna-se necess?ria uma reflex?o sobre a rela??o entre o brincar (livre) e a Educa??o Infantil. Assim, o referencial te?rico utilizado apoia-se em Barbosa (2006); Dolto (2007); Fortuna (2007, 2010); Horn (2003, 2004); Pinto e Sarmento (1997), Kishimoto (2013); Dornelles (2001) entre outros. Na pesquisa emp?rica foi adotada a metodologia qualitativa do tipo explorat?ria, sendo utilizados como instrumentos para a coleta de dados, entrevistas semiestruturadas com seis professoras que atuam na Educa??o Infantil da rede Marista, al?m da an?lise documental de planejamentos semanais de trinta dias que antecederam as entrevistas das mesmas. As an?lises foram feitas a partir dos pressupostos da An?lise de Conte?do de Bardin (2011) e buscaram perceber de que forma o brincar livre encontra-se inserido no curr?culo enquanto fomentador de aprendizagens, como s?o organizados os tempos e espa?os para que ocorram o brincar livre, bem como s?o previstos estes momentos dentro da proposta pedag?gica da Educa??o Infantil. Dessa forma foram definidas quatro categorias de an?lise: brincar, tempo, espa?o e proposta pedag?gica que, de forma conjunta, dialogam entre si na discuss?o sobre o brincar livre na educa??o infantil. Os resultados apresentaram uma extrema valoriza??o do brincar livre por parte das educadoras, compreendendo este momento como de aprendizagens e forma??o, entendendo que ? atrav?s do brincar as crian?as se desenvolvem. Al?m disso, atrav?s das modifica??es das diretrizes da educa??o infantil marista e das contribui??es de Reggio Emilia na proposta pedag?gica desta rede de ensino, foi poss?vel perceber as concep??es que essas professoras t?m enquanto espa?o de forma??o, cria??o e socializa??o.