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Showing 11 to 12 of 12 (0.02 seconds)Spelling suggestions: "subject:"makebelieve"" "subject:"manybelieve""
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A avaliação da brincadeira de faz de conta por meio do ChIPPA: perspectivas para a prática pedagógica na Educação Infantil / The avaluation of the “make-believe” play through the ChIPPA: perspectives for the pedagogical practice in Early Childhood EducationAmbra, Karen 22 May 2018 (has links)
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Previous issue date: 2018-05-22 / Fundação São Paulo - FUNDASP / ChIPPA, on the play of “make-believe”, are perceived as pedagogically relevant to
Early Childhood Education. For this purpose, twelve children, attending this level of
education, participated in the study, as well as four teachers who worked there, in
this level of education, and one primary school literacy teacher, all of them from a
private school, located in the south of São Paulo (SP), Brazil. The literature review
showed that play is a difficult concept to define, still seen in the daily school life as a
natural phenomenon. It has also been demonstrated that, on the contrary, it has a
social character, which is why it should be understood as a child right and, thus,
intentionally implemented in schools too. The theoretical perspective adopted was
Socio-historical Psychology, especially the Vygotskian concepts that deal with the
relations of learning and development, of language and thought, of meanings and
significance, of mediation and zone of proximal development, and the role of play in
the child development. The method consisted in the application of the Children's
Initiated Assessment Tool (ChiPPA) to the participating children and the use of two
questionnaires, addressed to the teachers: one focused on their initial ideas about
playing and their presence in the daily life of the Early Childhood Education, and
another, after having made available the information on the ways of playing of each
child, to verify if this data could guide the teaching planning and improve the
educational practices. The results show that the ChIPPA can guide the elaboration of
pedagogical objectives, since they indicate the different levels of abilities of the
children in “make-believe” play. In addition, the teaching discourses that initially
defended the play, but did not implement it in the quantity and quality expected in the
daily school life, pointed out that, knowing the children's abilities in the games
proposed, new pedagogical perspectives were unveiled, that is, the need to extend
the frequency of play and its duration; to propose situations of “make-believe” play
and symbolic play, and also to analyze carefully the play to, based on this, propose
better planned pedagogical interventions. It was suggested that ChIPPA is an
important tool for teachers in the service of learning and child development / Esta pesquisa teve como objetivo investigar se (e como) os dados oferecidos pelo
ChIPPA, sobre a brincadeira de faz de conta da criança, são percebidos como
pedagogicamente relevantes para a Educação Infantil. Para tanto, participaram do
estudo doze crianças que frequentavam este nível de ensino, quatro professoras
que nele atuavam e uma alfabetizadora do 1º ano do Ensino Fundamental de uma
escola particular, situada na zona sul da cidade de São Paulo (SP), Brasil. A revisão
de literatura mostrou que a brincadeira é um conceito de difícil definição, visto ainda
no cotidiano escolar como um fenômeno natural. Foi também demonstrado que, ao
contrário, ela possui caráter social, razão pela qual deve ser entendida como um
direito infantil e, deste modo, implementada intencionalmente também nas escolas.
A perspectiva teórica adotada foi a Psicologia Sócio-histórica, em especial os
conceitos vigotskianos que tratam das relações da aprendizagem com o
desenvolvimento, da linguagem com o pensamento, de sentidos e significados, de
mediação e zona de desenvolvimento proximal e o papel da brincadeira no
desenvolvimento infantil. O método consistiu na aplicação do Instrumento de
Avaliação do Faz de Conta Iniciado pela Criança (ChiPPA) junto às crianças
participantes e no emprego de dois questionários, dirigidos às professoras: um
voltado às suas ideias iniciais sobre o brincar e a presença dele no cotidiano da
Educação Infantil e, outro, após ter disponibilizado as informações sobre as formas
de brincar de cada criança, para verificar se estes dados poderiam orientar o
planejamento docente e aprimorar as práticas educativas. Os resultados mostram
que o ChIPPA pode orientar a elaboração de objetivos pedagógicos, por indicarem
os diferentes níveis de habilidades das crianças no brincar de faz de conta.
Adicionalmente, os discursos docentes que defendiam inicialmente o brincar, mas
sem o implementar na quantidade e qualidade esperada no cotidiano escolar,
apontaram que, conhecidas as habilidades das crianças nas brincadeiras propostas,
novas perspectivas pedagógicas foram descortinadas, ou seja, a necessidade de
ampliar a frequência das brincadeiras e seu tempo de duração; de propor situações
de faz de conta em torno do brincar convencional e do brincar simbólico e, também,
de analisar criteriosamente a brincadeira para, com base nisso, propor intervenções
pedagógicas mais bem planejadas. Sugeriu-se, portanto, que o ChIPPA constitui
uma importante ferramenta para as professoras, a serviço da aprendizagem e do
desenvolvimento infantil
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| 12 |
FauxtopiaKampf, Raymond William 01 January 2004 (has links)
To all who come to this fictitious place:Welcome.Fauxtopia is your land. Here, age relives distorted memories of the past, and here, youth may savor the challenge of trying to understand the present. Fauxtopia is made up of the ideals, the dreams and the fuzzy facts which have re-created reality... with the hope that it will be a source of edutainment for all the world.Ray KampfFauxtopia DedicationApril 1st, 2004
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