Família, escola e práticas lúdicas: o enlace bioecológico para o desenvolvimento integral de estudantes dos anos iniciais do ensino fundamental
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Date
2021-03-30
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Universidade Católica do Salvador
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
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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.
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Keywords
Teoria bioecológica, Desenvolvimento integral, Família-escola, Práticas lúdicas, Estudantes-anos iniciais, Bioecological theory, Integral development, Family-school, Playful practices, Students - early years