Família, escola e práticas lúdicas: o enlace bioecológico para o desenvolvimento integral de estudantes dos anos iniciais do ensino fundamental

Abstract

The present work aims to reflect on the importance of bonding family- school- playful practices to promote the development of students in the early years of Elementary School in the school context, aiming at their cognitive, emotional and social dimension. In this regard, it was sought to investigate the educational actions that involve the family with a view to the integral development of students proposed by the educators of the early years. The research was qualitative with an exploratory character, and it was executed at a municipal public school in Salvador with the participation of the Principal and teachers from the 1st to the 3rd grades, whose students are between 6 and 9 years old. Using semi-structured interviews, it was possible to collect data from these informants with the objective of answering the researcher's questions: Considering the importance of the family partnership and the playfulness, to what extent the educational actions in the school context in the early years of elementary school have an integral development proposal? The theoretical framework defined for the adopted methodology was the Bioecological Theory of Human Development, by psychologist and professor Urie Bronfenbrenner who created the PPCT (Process-Person-Context-Time) model, whose key concepts mutually influence the subject's development, due to they are interconnected. For a greater substantiation of the themes related to the work presented here, a literature review was carried out, bringing contributions from Winnicott (1983; 2000), Levi-Strauss (1980), Donati (2008) among other theorists who talk about family and family relations. It was sought in Bourdieu (2007) and Foucault (2013) critical reflections that persist over space and time, about the school institution and its functionality, besides a survey of the Brazilian educational laws that support the integral development of the individuals in formation. The importance of playful practices found in studies by Kishimoto (2014; 2019), Brougère (2010) and other authors of equal relevance was discussed. The results found showed that the family-school relationship remains a challenge when it comes to educational practices for the integral development of the student, becoming a knot that to be transformed into a bond, playful school actions are necessary and able to create the link so desired. This study brings in its

11 contents theoretical knowledge, data survey, and results from research that aim to contribute to a greater investment in the family-school-playful practices relationship, identifying the knots, propitiating bonds, and promoting the link with a view to the integral development of students in the school context.