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O brincar heurístico: exploração de materiais em creche
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Este trabalho foi dividido em duas partes fundamentais, nas quais procuramos explorar o
Brincar Heurístico. Na primeira parte, de natureza teórica, procede-se à revisão da
literatura relevante, contemplando os principais fundamentos do brincar heurístico, a sua
relevância no desenvolvimento infantil e a reflexão sobre as orientações pedagógicas da
educação em creche. Analisa-se, ainda, o contributo de diferentes referenciais
pedagógicos na valorização do brincar e na construção de ambientes educativos
promotores de autonomia e bem-estar, com destaque para a abordagem de Reggio Emilia
(Edwards, Gandini & Forman, 2015; Hohmann & Weikart, 2002). Fundamenta-se,
igualmente, o papel do educador como mediador e facilitador das aprendizagens.
Na segunda parte, de carácter empírico, apresentam-se e analisam-se as práticas
desenvolvidas ao longo do trabalho de campo realizado numa creche, com especial
enfoque na implementação de sessões de brincar heurístico. Para além da descrição das
etapas do processo, são debatidos os principais resultados, incluindo as observações
relativas ao envolvimento das crianças, ao impacto dos materiais escolhidos, à
organização do espaço e à evolução das interações lúdicas registadas. Contempla
igualmente a reflexão sobre as implicações pedagógicas dos dados recolhidos, bem como
os desafios e potencialidades identificados no terreno.
Pretende-se, assim, contribuir para uma compreensão aprofundada acerca do valor do
brincar heurístico no contexto de creche, reforçando a necessidade de ambientes
educativos ricos em oportunidades de exploração e autonomia, respeitando as
características e interesses das crianças pequenas. Nesse sentido, esta investigação
procura aliar o rigor teórico à análise crítica da prática educativa, evidenciando que o
brincar, enquanto direito consagrado da infância (Convenção sobre os Direitos da Criança,
1989), é também o principal motor do desenvolvimento e da aprendizagem nesta fase da
vida.
This study is structured into two main parts, both of which seek to explore the concept of Heuristic Play. The first part, of a theoretical nature, consists of a review of the relevant literature, addressing the key principles of heuristic play, its significance in early childhood development, and a reflection on pedagogical guidelines for nursery education. It further examines the contribution of different pedagogical frameworks to the recognition of play and the construction of educational environments that foster autonomy and well-being, with particular emphasis on the Reggio Emilia approach (Edwards, Gandini & Forman, 2015; Hohmann & Weikart, 2002). Additionally, it substantiates the role of the educator as a mediator and facilitator of learning. The second part, of an empirical nature, presents and analyzes the practices carried out during fieldwork in a nursery, with special attention to the implementation of heuristic play sessions. In addition to describing the stages of the process, it discusses the main findings, including observations concerning children’s engagement, the impact of the selected materials, the organization of space, and the progression of recorded play interactions. It also includes a reflection on the pedagogical implications of the collected data, as well as the challenges and opportunities identified in the field. The study thus aims to contribute to a deeper understanding of the value of heuristic play in nursery settings, reinforcing the need for educational environments rich in opportunities for exploration and autonomy, while respecting the characteristics and interests of young children. In this regard, the research seeks to integrate theoretical rigor with critical analysis of educational practice, highlighting that play, as a fundamental right of childhood (Convention on the Rights of the Child, 1989), is also the primary driving force of development and learning at this stage of life
This study is structured into two main parts, both of which seek to explore the concept of Heuristic Play. The first part, of a theoretical nature, consists of a review of the relevant literature, addressing the key principles of heuristic play, its significance in early childhood development, and a reflection on pedagogical guidelines for nursery education. It further examines the contribution of different pedagogical frameworks to the recognition of play and the construction of educational environments that foster autonomy and well-being, with particular emphasis on the Reggio Emilia approach (Edwards, Gandini & Forman, 2015; Hohmann & Weikart, 2002). Additionally, it substantiates the role of the educator as a mediator and facilitator of learning. The second part, of an empirical nature, presents and analyzes the practices carried out during fieldwork in a nursery, with special attention to the implementation of heuristic play sessions. In addition to describing the stages of the process, it discusses the main findings, including observations concerning children’s engagement, the impact of the selected materials, the organization of space, and the progression of recorded play interactions. It also includes a reflection on the pedagogical implications of the collected data, as well as the challenges and opportunities identified in the field. The study thus aims to contribute to a deeper understanding of the value of heuristic play in nursery settings, reinforcing the need for educational environments rich in opportunities for exploration and autonomy, while respecting the characteristics and interests of young children. In this regard, the research seeks to integrate theoretical rigor with critical analysis of educational practice, highlighting that play, as a fundamental right of childhood (Convention on the Rights of the Child, 1989), is also the primary driving force of development and learning at this stage of life
Descrição
Palavras-chave
Brincar heurístico desenvolvimento infantil Crianças Creche Heuristic play child development children nursery