Universos lúdico-conceituais como uma intervenção pedagógica: dando suporte à aprendizagem e ao desenvolvimento da criança pré-escolar em contextos lúdicos

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Marilyn Fleer

Abstract

Existe um interesse crescente em encontrar melhores maneiras de apoiar o aprendizado de conceitos em programas educativos voltados à primeira infância baseados na brincadeira. A introdução de termos como 'eduplay' em Hong Kong, 'Brincadeira intencionada' em Cingapura e 'ensino intencional' em programas baseados em brincadeiras na Austrália sugerem que os educadores estão trabalhando de diferentes maneiras para construir novas práticas que  tragam brincadeira e aprendizado em unidade para dar suporte ao desenvolvimento das crianças. Este artigo contribui para esse cenário de pesquisa ao introduzir uma intervenção pedagógica chamada Universos lúdico-conceituais (Conceptual playworlds). Esse modelo de prática é teorizado usando os conceitos vygotskianos de imaginação e brincadeira, e o modelo hedegaardiano de valores sociais, práticas institucionais e configurações de atividades como base para o estudo da aprendizagem de conceitos em contextos baseados em brincadeiras. O conteúdo deste artigo está situado no contexto curricular em mudança da primeira infância da região australiana, onde valores sociais para melhores resultados estão moldando práticas institucionais que criam novas demandas e condições diferentes para o desenvolvimento das crianças.

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How to Cite
Fleer, M. . (2019). Universos lúdico-conceituais como uma intervenção pedagógica: dando suporte à aprendizagem e ao desenvolvimento da criança pré-escolar em contextos lúdicos . Obutchénie. Revista De Didática E Psicologia Pedagógica, 3(3), 1–22. https://doi.org/10.14393/OBv3n3.a2019-51704
Section
Dossier: Historical-cultural periodization of human development

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