Políticas públicas de educação e o direito de brincar das crianças nos anos iniciais do Ensino Fundamental: um estudo de caso numa escola pública do município de Camaragibe - PE.

Abstract

This study sought to understand how public education policies address the right to play of children in the early years of elementary school, in order to analyze such policies in relation to this right at the aforementioned level of education in a school in the municipal network of Camaragibe - PE. Therefore, it was necessary to identify the legal frameworks that deal with the child's right to play, relate policies and programs and identify the conceptions of teachers and school administrators regarding the action of playing in the early years of elementary school and also describe the development of the most frequent games in the researched school. The investigative process was developed through a case study, which had as instruments and means of collecting information: semi-structured interview, direct observation and document research. For data processing, the Social Representations Theory was used. Therefore, the results of the investigation reveal that in the studied school there were no programs and policies with the specific objective of playing, the educators believe that playing is important and distinguishes between free and in the school environment (directed), there is a diversity of games that are adapted to the reality of the space, which imposes the observation that there is a lack of educational public policies that serve children in the early years of elementary school regarding the right to play, but there is also an effort by the school community to ensure this right, despite the limits.