Banca de QUALIFICAÇÃO: EUSIVANE MARIA XAVIER NUNES

PRETENDING PLAY IN THE PRESCHOOL ROUTINE IN A PUBLIC EARLY EARLY EDUCATION INSTITUTION IN AVEIRO, PARÁ

Early childhood education. Make-believe play. Routine.

The main objective of this research is to investigate the relevance and presence of make-believe play in the pre-school routine at a public early childhood education institution located in Aveiro, Pará. The research is justified by the lack of studies addressing this topic in the region and its importance for early childhood education, targeting mainly teachers in the municipality. In the context of Historical-Cultural Theory, the research aims to address how pretend play contributes to children's development and how this activity is included in the school routine. The theory provides a valuable analytical framework for understanding the interaction between play and learning, considering cultural, historical and social factors that influence this practice in Early Childhood Education. The study will be conducted with a class of children aged between 4 and 5 years old, seeking to answer the central question: In what way is make-believe play present in the pre-school routine? The research also aims to explore the role played by pretend play in children's school routine, understanding its relevance for children's cognitive, emotional and social development. The methodology adopted will involve participant observations, field diary records and interviews with the teacher. Data analysis will be based on the principles of Historical-Cultural Theory, highlighting the relationship between pretend play, the construction of meanings and the internalization of concepts. In this way, we hope to contribute to the understanding of the importance of play in early childhood education and provide reflections to improve pedagogical practice in the institution studied. In summary, the project seeks to fill a gap in knowledge about the presence and relevance of make-believe play in the pre-school routine, exploring it through the lens of Cultural-Historical Theory. At the end of the research, it is hoped to offer practical recommendations to teachers and education professionals, promoting a more enriching and grounded approach to integrating make-believe play into pre-school children's educational activities.