SciELO - Scientific Electronic Library Online

 
vol.28 issue1Strategies and assessment models used by the Centers of ICT Resources in the assessment of assistive technology for students with Special Educational NeedsScales represented in graphs: An intervention study with students of the 5th grade author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Indicators

Related links

  • Have no similar articlesSimilars in SciELO

Share


Revista Portuguesa de Educação

Print version ISSN 0871-9187

Abstract

ASSIS, Lívia Carvalho de et al. Game and protagonism of the child in early education. Rev. Port. de Educação [online]. 2015, vol.28, n.1, pp.95-116. ISSN 0871-9187.

In this article, it is analyzed how children appropriate and use playful activities (games) in a Children's Education Center located in the city of Vitória/ES/Brazil, in order to understand the role they establish in the relations with such cultural forms of expression. To do so, the Studies with the Daily Life were used as a methodological assumption. Data was produced through narratives and participant observations, for a four-month period of school insertion. The analyzes reveal that the game is lived by children in spontaneous situations and, above all, in Physical Education classes. In the first case, the children organize their own practices, predominantly of symbolic games; whereas in the classes, they act tactically, altering the games proposed by teachers according to their interests and needs. In both cases, Vygotsky social-historical perspective and Certeau's concept of productive consumption highlighted the cultural production of the children in the relations they establish with the game, denoting its main role.

Keywords : Game; Physical Education; Children's education; Protagonism.

        · abstract in Portuguese | French     · text in Portuguese     · Portuguese ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License