Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-10-09T17:48:58Z No. of bitstreams: 1 RITA DE CASSIA OLIVEIRA.pdf: 974638 bytes, checksum: 20942ce1ec827e413b1a4a50ab151e5d (MD5) / Made available in DSpace on 2017-10-09T17:48:58Z (GMT). No. of bitstreams: 1 RITA DE CASSIA OLIVEIRA.pdf: 974638 bytes, checksum: 20942ce1ec827e413b1a4a50ab151e5d (MD5) Previous issue date: 2016-12-14 / Pontif?cia Universidade Cat?lica de Campinas ? PUC Campinas / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research deals with play pretending in kindergarten. The problem to be investigated and the central objective of the research is to understand and identify if differences in the school context (teacher, physical space, colleagues and objects) influence the way children play pretends in kindergarten, base guiding Vygotsky's historical-cultural theory, anchored in the historical dialectical materialism of Karl Marx. It is also part of the objectives of this research, to systematize the contributions of play of make-up for children's development in the perspective of cultural historical theory; highlight the role of the teacher in the games, in the light of cultural historical psychology and historical-critical pedagogy; to observe children of the children's education in the school context in situations of play of account and to analyze what they think teachers of the infantile education in relation to the play of make account in the school and how they develop their practices. This is a qualitative research whose empirical material was produced through a semi-structured interview and participant observation. The field of investigation was two groups of children of five years of age, being a class of private school and another one of public school, both of infantile education of the city of Hortol?ndia. The children were observed for three months, once a week, always on Fridays, each period of the day in one of the two schools totaling twelve days in each school. The interviews were conducted with eight teachers, four from each of the schools. We previously carried out a bibliographical review on our thematic in theses and dissertations, aiming to identify what has been produced on the subject in the last five years. It was possible to realize that many publications regarding children's play in school were not carried out. This research shows us the importance of stimulating reflections and possible changes in teaching practices regarding the valuation of play pretending as an indispensable activity in the development of children in early childhood education. / Esta pesquisa trata do brincar de faz de conta na escola de educa??o infantil. A problem?tica a ser investigada e o objetivo central da pesquisa ? compreender e identificar se as diferen?as no contexto escolar (professor, espa?o f?sico, colegas e objetos) influenciam na forma como as crian?as brincam de faz de conta na escola de educa??o infantil, tendo como base norteadora a teoria hist?rico-cultural de Vygotsky, ancorada no materialismo hist?rico dial?tico de Karl Marx. Tamb?m faz parte dos objetivos dessa pesquisa, sistematizar as contribui??es do brincar de faz de conta para o desenvolvimento infantil na perspectiva da teoria hist?rico cultural; destacar o papel do professor nas brincadeiras, ? luz da psicologia hist?rico cultural e pedagogia hist?rico-cr?tica; observar crian?as da educa??o infantil no contexto escolar em situa??es de brincadeiras de faz de conta e analisar o que pensam professores da educa??o infantil em rela??o ao brincar de faz de conta na escola e como desenvolvem suas pr?ticas. Essa ? uma investiga??o de cunho qualitativo, cujo material emp?rico foi produzido por meio de entrevista semiestruturada e observa??o participante. O campo de investiga??o foram duas turmas de crian?as de cinco anos de idade, sendo uma turma de escola particular e outra de escola p?blica, ambas de educa??o infantil da cidade de Hortol?ndia. As crian?as foram observadas durante tr?s meses, uma vez por semana, sempre as sextas feiras, cada per?odo do dia em uma das duas escolas totalizando doze dias em cada escola. As entrevistas foram realizadas com oito professores, sendo quatro de cada uma das escolas. Realizamos previamente revis?o bibliogr?fica sobre nossa tem?tica em teses e disserta??es, visando identificar o que se tem produzido sobre o assunto nos ?ltimos cinco anos. Foi poss?vel percebermos que n?o foram realizadas muitas publica??es referentes ao brincar infantil na escola. Essa pesquisa nos mostra a import?ncia de estimular reflex?es e poss?veis mudan?as nas pr?ticas docentes no que se refere ? valoriza??o do brincar de faz de conta como atividade indispens?vel no desenvolvimento de crian?as da educa??o infantil.