O brincar e os contextos físicos escolares: uma análise comparativa entre espaços físicos de três escolas de educação infantil

Abstract

Admittedly, play contributes to the development of children under a number of aspects, including their cognitive, affective and motor dimensions. In general terms, there is a growing appreciation of school institutions in relation to the ludic elements of learning. However, in large urban centers such as the city of São Paulo, educational spaces for play were drastically influenced by the architectural structure of schools, due to the great growth of the city and, for political reasons, the government sought to expand the number of schools to account for the number of enrollments in municipal child education. In view of the need to increase the number of places, the concessions offered to the private sector contributed to a reconfiguration of school spaces, since small schools, often adapted from single or single houses, became part of the institutions. The present study had the objective of precisely identifying the possible consequences that spaces of pre-school education would have on children's play. Three schools of early childhood education characterized by different configurations of physical spaces were part of the analysis. Ethology was the method used in game evaluation. For statistical data analysis we used the software SPSS (Statistical Package for Social Sciences) v. 2.2, and after statistical analyzes we present the results in grouped graphs comparing the three schools. The analysis of the data leads us to conclude that there are interferences of the school physical spaces in the games in the infantile education, however the results and the investigations done in the schools demonstrated the existence of influence on the part of the teachers in the choices of the joking types and the educational spaces of the education child.