Playing, playing…logics and meanings of future educators (2014-2019)

Authors

DOI:

https://doi.org/10.5902/1984644454739

Keywords:

Play, Learning, Early Childhood Education, Logics and meanings of future educators, Supervised Teaching Practice Reports.

Abstract

The trilogy to play, development-learning and Pedagogy, the founder of Childhood Education and made a common place inside and outside this field, needs to be critically examined under the risk of jeopardizing childhood and its rights and of deepening marginalization of play and its subsidiary and/or instrumental role. Importing that this discussion is extended to multi-referenced contributions from the Sociology of Childhood and Educational Sciences, distinctions and interdependencies of key conceptual issues are approached between playing, learning playfully and teaching through play, and in its articulations with the notions of playfulness, children's cultures and playful-pedagogical practices, in order to interrogate the play-learn dichotomy. From here, based on documentary research, will be analyse 99 end of course reports, the Supervised Teaching Practice, dedicated to play in crèche and/or kindergarten, carried out in public and private higher education institutions in Portugal (2014-2019), aiming i) to characterize the place of play; ii) to identify and problematize the logics of play and the pedagogical meanings that the future educators of the Early Childhood Education privileged during their professional master's degrees for teaching with children up to 6 years old. The conclusions point to two distinct and unequal logics of the future educators to understand playing: privileging the relationship between educator and the child(ren) and play as a way of teaching and/or in favour of the child’s cognitive development, the dominant one; and privileging the relationships among children to know their play preferences to better inform the pedagogical action, as the subordinate.

Author Biographies

Manuela Ferreira, Universidade do Porto

Professora Associada da Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto. Investigadora do CIIE. Doutorada em Educação.

Catarina Tomás, Instituto Politécnico de Lisboa e CICS.Nova, Universidade Nova de Lisboa

Sociológa. Doutorada em Estudos da Criança, Sociologia da Infãncia.

Professora Adjunta da Escla Superior de Educação de Lisboa e investigadora do CICS.NOVA da universidade Nova de Lisboa

References

BAUMAN, Zygmunt. Modernidade Liquida. Rio de Janeiro: Jorge Zahar. 2001.

BERNSTEIN, Basil. A estruturação do discurso pedagógico: classe, códigos e controle. Petrópolis: Vozes, 1996.

BROOKER, Liz; BLAISE, Mind; EDWARDS, Susan. Contexts for Play and Learning – Part III. In: BROOKER, Liz; BLAISE, Mindy; EDWARDS, Susan (Eds). The Sage Handbook of Play and learning in Early Childhood. London: Sage, 2014, p. 277-282.

BROUGÈRE, Gilles. A criança e a cultura lúdica. Revista Faculdade Educação, São Paulo, v. 24, n. 2, , p. 103-116, jul/dez.1998.

BRUCKMAN, Amy. Can educational be fun? In: Paper presented at the Game Developers Conference '99, 1999, March 17, San Jose, CA.

CORSARO, William. The Sociology of Childhood. California: Pine Forge, 1997.

CORSARO, William. Big Ideas from Little People: What research with children contributes to Social Psychology? Social Psychology Quarterly, vol. 83, n. 1, 5-25, 2020. Disponível em https://doi.org/10.1177/0190272520906412. Acesso em: 30 jul. 2020.

CRESWELL, John. Research Design. Qualitative, Quantitative, and the Mixed Methods. Los Angeles: Sage, 2014.

FERREIRA, Manuela. ‘A gente gosta é de brincar com os outros meninos!’ Relações sociais entre crianças num jardim de infância. Porto: Edições Afrontamento, 2004.

FERREIRA, Manuela. “- Um por todos, todos por um!” - a recontextualização local da cultura mediática para a infância pelas crianças no jardim de infância. In ROCHA, Nara; COSTA, Marcelle;

COSTA, Maria de Fátima; PINHEIRO, Pablo (orgs), Na aldeia, na escola, no museu: alinhavos entre infância e trabalho docente . Fortaleza: Editora da Universidade Estadual do Ceará , 2016, p. 22-54.

FERREIRA, Manuela; TOMÁS, Catarina. "O pré-escolar faz a diferença?": Políticas educativas na educação de infância e práticas pedagógicas. Rev. Port. de Educação, Braga, v. 31, n. 2, p. 68-84, dez. 2018. Disponível em http://www.scielo.mec.pt/scielo.php?script=sci_arttext&pid=S0871-91872018000300006&lng=pt&nrm=iso. Acesso em: 30 jul. 2020.

FERREIRA, Manuela; TOMÁS, Catarina. O brincar nas políticas educativas e na formação de profissionais para a educação de infância – Portugal (1997-2017). EccoS – Revista Científica, São Paulo, n. 50, p. e14109. 2019. Disponível em http://www.scielo.mec.pt/scielo.php?script=sci_arttext&pid=S0871-91872018000300006&lng=pt&nrm=iso. Acesso em: 30 jul. 2020.

FLEER, Marilyn. A cultural-historical perspective on play: Play as a leading activity accros cultural communities. In: Pramling-Samuelsson, Ingrid; Fleer, Marilyn (Eds). Play and learning in early childhood settings. Dordrecht: Springer; 2009, p. 1–17.

FROMBERG, Doris Pronin; BERGEN, Doris. Play from Birth to Twelve. Contexts, Perspectives, and Meanings. New York: Routledge, 2012.

GARNIER, Pascale. Préscolarisation ou scolarisation ? L’évolution institutionnelle et curriculaire de l’école maternelle. Revue Française de Pédagogie, n. 169, p. 22-36. oct-déc. 2009. Disponível em https://journals.openedition.org/rfp/1278. Acesso em: 30 jul. 2020.

GARNIER, Pascale. Sociologie de l’école maternelle. Paris: PUF, 2016.

HUGHES, Fergus. Children, play, and development (4th ed.). Los Angeles: Sage, 2010.

KANE, Nazneen. The play-learning binary: U.S. parent’s perceptions on preschool play in a neoliberal age. Children & Society, n. 30, p. 290-301. jul. 2016. Disponível em https://onlinelibrary.wiley.com/doi/abs/10.1111/chso.12140. Acesso em: 30 jul. 2020.

KUCKARTZ, Udo. Qualitative Text Analysis. London: Sage. 2014.

MALAGUZZI, Loris. Histórias, ideias e filosofia básica. In: EDWARDS, Carolyn; GANDINI, Lella; FORMAN, George. As cem linguagens da criança: a abordagem de Reggio Emilia na Educação da primeira infância. Porto Alegre: Artes Médicas, 1999, p. 59-141.

MÉJIA, Héctor. Hermenéutica de la Lúdica y pedagogía de la modificabilidad simbólica. Colombia: Cooperativa Editorial Magisterio, 2008.

MOSS, Peter. Why can’t we get beyond quality? Contemporary Issues in Early Childhood, Vol. 17, n. 1, p. 8–15. 2016. Disponível em https://journals.sagepub.com/doi/full/10.1177/1463949115627895. Acesso em: 30 jul. 2020.

NILSSON, Monica, FERHOLT, Beth, LECUSAY, Robert. ‘The playing-exploring child: reconcetualizing the relationship between play and learning in early childhood education. Contemporary Issues in Early Childhood, vol. 19, n. 3, p. 231-245, 2018. Disponível em https://doi.org/10.1177/1463949117710800. Acesso em: 30 jul. 2020.

NOWAK-LOJEWSKA, Agnieszka; O’TOOLE, Leah; REGAN, Claire;

FERREIRA, Manuela. “To learn with” in the view of the holistic, relational and inclusive education. Kwartalnik Pedagogiczny, v. 64, n.1, p. 151-162, 2019. Disponível em: https://kwartalnikpedagogiczny.pl/resources/html/article/details?id=188827&language=en. Acesso em: 03 ago. 2020. doi:10.5604/01.3001.0013.1856

PORTUGAL. Gabinete da Secretária de Estado da Educação e Inovação. Despacho 5220/97, de 04 de Agosto. Homologa as Orientações Curriculares para a Educação Pré-Escolar. GSEEI. Lisboa, 1997. Disponível em: https://tinyurl.com/y67ktyzk. Acesso em: 05 agosto. 2020.

PORTUGAL. Ministério da Educação. Decreto-lei n.º 79/2014, de 22 de Maio. Aprova o regime jurídico da habilitação profissional para a docência na educação pré-escolar e nos ensinos básico e secundário. ME. Lisboa, 2014. Disponível em: https://tinyurl.com/yxlttmyv. Acesso em: 05 agosto. 2020.

PORTUGAL. Gabinete do Secretario de Estado da Educação. Despacho n.º 9180/2016, de 19 de julho. Homologa as Orientações Curriculares para a educação pré-escolar. GSEE. Lisboa, 2016. Disponível em: https://tinyurl.com/y2zkppet. Acesso em: 05 agosto. 2020.

ROGERS, Sue; LAPPING, Claudia. Recontextualising ‘Play’ in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice. British Journal of Educational Studies, vol. 60, n.3, p. 243-260, 2012. Disponível em https://doi.org/10.1080/00071005.2012.712094. Acesso em: 30 jul. 2020.

SANTOS, Boaventura de Sousa. A gramática do tempo. Para uma nova cultura política. Porto: Afrontamento, 2006.

SEYMOUR, Julie, HACKETT, Abigail, PROCTER, Lisa (Eds.). Children's Spatialities: Embodiment, Emotion and Agency. London: Palgrave, 2015

STIRRUP, Julie; EVANS, John; DAVIES, Brian. Early years learning, play pedagogy and social class. British Journal of Sociology of Education, vol. 38, n. 6, p. 1-12, Jun. 2017.

SUTTON-SMITH, Brian. The Ambiguity of Play. Harvard: Harvard University Press, 1997.

TOMÁS, Catarina. Para além de uma visão dominante sobre as crianças pequenas: gramáticas críticas na educação de infância. Revista Humanidades e Inovação, Tocatins, v.4, n. 1, p. 13-20, 2017. Disponível em: https://repositorio.ipl.pt/bitstream/10400.21/7045/1/279-1384-1-PB.pdf. Acesso em: 03 ago. 2020.

TOMÁS, Catarina; GONÇALVES, Carolina. A prática de ensino supervisionada nos mestrados de formação de educadores/as e professores/as em portugal: vozes das coordenadoras. Práxis Educacional, [S.l.], v. 14, n. 30, p. 111-134, out. 2018. Disponível em: http://periodicos2.uesb.br/index.php/praxis/article/view/4363. Acesso em: 03 ago. 2020. Doi: https://doi.org/10.22481/praxis.v14i30.4363

VASCONCELOS, Teresa. Do discurso da criança “no” centro à centralidade da criança na comunidade. Investigar em Educação. Revista da Sociedade Portuguesa de Ciências da Educação, v. II, n.4, p. 25- 42, 2015.

WEISBERG, Deena et al. Guided Play: Principles and Practices. Current Directions in Psychological Science, 25, n. 3, p. 177-182, jun.2016. Disponível em https://journals.sagepub.com/doi/10.1177/0963721416645512. Acesso em: 30 jul. 2020.

WOOD, Elizabeth. Developing Integrated Pedagogical Approaches to Play and Learning. In: Broadhead, Pat; Howard, Justine; WOOD, Elizabeth (Eds). Play and Learning in the Early Years. From Research to Practice. Thousand Oaks, CA: Sage 2010, p. 27-38.

Downloads

Published

2020-11-18

How to Cite

Ferreira, M., & Tomás, C. (2020). Playing, playing…logics and meanings of future educators (2014-2019). Education, 45(1), e104/ 1–28. https://doi.org/10.5902/1984644454739

Issue

Educação, v. 45, 2020 – Jan./Dez. – Publicação contínua

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


Attribution 4.0 International (CC BY 4.0)

This license lets others remix, transform, and build upon the material for any purpose, even commercially, and copy and redistribute the material in any medium or format.


This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)