A linguagem lúdica no registro avaliativo do educador de infancia

AUTOR(ES)

Marceli D Andrea Santos

DATA DE PUBLICAÇÃO

2008

RESUMO

This paper aims to understand the way children can be assessed at the moment they learn by playing. It intends to discuss childhood, the children themselves in the development of Infant Education, registering their advances. It is based on a theoretical/practical approach that considers the social, ludic and cultural being. The theoretical reference is a qualitative approach, according to which Hoffmann (2000), Merleau-Ponty (1994), Ricouer (1976), Huizinga (1980), Bicudo (1999) and Rojas (1998;2004) refer to the ludic language as an important element of the assessment process. The methodology is shown by means of phenomenology in the analysis of the discourses of six Infant Education teachers who work in public and private schools in Campo Grande, MS. These statements are studied on the light of idiographic and nomothetic analyses, with the resulting open categories: playing triggering learning and observation as a way of assessment registering in Infant Education, strengthening the thought of an assessment practice. Privileging the infant ludic language demands a differentiated, committed and conscious action that renews the infant educator s pedagogical work. Thus the fundament of the assessment that considers ludicity urges educators to change their strategies so as to be more available for the children, constantly reflecting and acting to enhance their teaching repertoire in the construction of those human beings, fully experiencing human condition.

ASSUNTO(S)

atividades criativas na sala de aula childhood educaÃÃo de crianÃas ludicidade ludicity educacao education

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