A Rede Pública Municipal de Educação Infantil Iratiense e o Lúdico: o olhar das profissionais

Abstract

This research had as main objective to understand and to analyze the implementation of the educational politics in institutions of Infantile Education occurred in Irati, State of the Paraná. It considered also the paper of the playful action/ludic and playing in the conceptions of its professionals and implications in its educative practical. To carry through this study we understand that the personal development, social and intellectual of the individual occurs from the appropriation of knowledge and the teach-learning processes, inserted in a partner-cultural context. This way, the work understands a qualitative research with theoretical methodological multi-referential focus that it encloses: literature revision,documentary analysis, interviews with the municipal coordinator of the Infantile Education and with twelve coordinators of Centro Municipal de Educação Infantil (CMEIs), also focal group with twelve infancy educators of the iratiense net. In view of the literature revision and documentary analysis, we can conclude that the playful/ludic element has presence guaranteed in the national infantile educational legislation, however, does not get materiality in the municipal educative and pedagogical proposal, that constituent fragility of the net and the professionals involved. The caught data by interview, with the coordinators had been organized from analysis categories: formation, identity, infancy, educative practical and conceptions of the playful action/ludic and playing. These data had been demonstrated that the playful action is getting importance in the effective speech, but are far from having a clear conceptualization, that favors the theoretic-practical transposition. With regard to the collected data, by focal group, they had been organized in general subjects that had emerged in interviews with the coordinators, and had been structured in: teaching professionality in Infantile Education; formation and identity of infancy being educator; Infantile Education educative practical and the child; playful action and the Infantile Education. In the perspective of the infancy educators, with regard to the exercise of its teaching professionality, it lacks conditions of work, physical and material structure, worthy valuation, wages, incentive, support and pedagogical investment to formation. In this way, they judge that it does not have infrastructure, physical conditions and material for valuation of the playful action amongst the children taken care for the net. Same time, they try to have playing as integrant part of the educative practical, either with scrap iron, fantasy tales, folk songs or traditional tricks. However, exactly with the precarious picture, there’s no doubt that playing have a hard importance in the educative practical for Infantile Education institutions, to transmission of the adult culture and the production of infantile culture. This way, it is essential that in the iratiense net of Municipal Infantile Education could to value the playful action, the infancy education, the professionals who act next to the little children and practical educative. It is with this intention that we finish the research, waiting that could be the starting point to materialize the playful action to children and adults in context of that this inquiry was part.