(Re) significando o brincar na educação infantil a partir da teoria histórico-cultural

Bibliographic Data

ID21854147
AuthorsMariana de Oliveira Faria (0000-0002-7064-5379, Universidade Federal de São Carlos), Alessandra Arce Hai (0000-0002-9275-1201, Universidade Federal de São Carlos, corresponding author)
Year2020
Volume15
Issue1
Pages95-109
Publication date2020-01-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueRevista Ibero-Americana de Estudos em Educação (JOURNAL)
Journal identifiersISSN: 1982-5587 • E-ISSN: 2446-8606
PublisherRevista Ibero-Americana de Estudos em Educacao (PUBLISHER)
DOI10.21723/riaee.v15i1.12251
OpenAlexW3008858650
LanguagePT
Citations received1
References cited2

This article results of a research work where we sought to understand and analyze the possible contributions of contemporary international authors from the field of Cultural Historical Theory for Early Childhood Education. Social role play was the object chosen for this approach. The research was characterized by bibliographical analysis based on the production of authors who work with the education of children under 5 years, carrying out investigations in both school and non-school environments. The works of two authors for the significant set of productions were chosen for analysis: Marianne Hedegaard and Marylin Fleer. Two concepts presented by the authors are analyzed in the article: 'activity settings' and 'conceptual play'. Both concepts corroborate to understand the important contribution that social role play has for child development, attributing new meanings to it. Therefore, these concepts are presented and exemplified, aiming to think ways to work with play in the Brazilian Early Childhood Education

Developmental psychology · Early childhood · Early childhood education · Epistemology · Humanities · Linguistics · Pedagogy · Sociology · Education and Digital Technologies · Education Pedagogy and Practices · Philosophy · Psychology · Social Representations and Identity

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