A REPRESENTAÇÃO SOCIAL DE ACADÊMICAS DO CURSO DE PEDAGOGIA SOBRE O BRINCAR E O APRENDER

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

This research had the objective of knowing the content, structure and dynamics of the social representation of Play and Learn of undergraduate students attending Early Childhood Education and Primary School diploma courses. The material analyzed were the subjects evocations elicit by the stimulus-words PLAY and LEARN, applying the Free Association Technique. Categorizations formed by the subject by using the Multiple Classifications Procedure, were also considered, as well as the arguments used as the rationale for these categorizations. The subjects mental images about play and learn were also analyzed. The data obtained from the categorization was submitted to a multidimensional analysis. It has been noticed that play and learn are placed on opposite poles; their representations are anchored on the subjects life experiences, both as children, and as professionals, becoming familiar as they are pictured as true scenes and characters of their everyday life. This happens in a specific locus, the Early Childhood Education settings (where the big majority of subjects act as teachers) and/or the school the subjects attend/attended. The representation of PLAY merges with the representation of CHILD/CHILDHOOD and is materialized as break time, in the playground, in the park, that is the place where children express themselves, run, shout and jump with their peers, use toys, have fun and joy, in short, they are allowed to being children. The representation of LEARN is materialized as the traditional class, run by a teacher and making use of didactic materials, where learning is considered as something more serious than playing. The outline of a new meaning for the representation of learning has also appeared, emotionally loaded in the speech about scholastic professionalism. This one seems to be anchored in the everyday learning experiences of the professional routine. The results suggest that changing routines and teachers attitudes towards the childrens games cannot de reduced to a conceptual change, for it involves the fact of facing themselves as the teachers that they are and as the children they once were.

ASSUNTO(S)

play educação de crianças brincar aprender representação social learn educacao social representation

ACESSO AO ARTIGO

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