Palavras-chave
atividade não estruturada
brincar
pedagogia ecológica dinâmica
creche
Como Citar
Resumo
Nas atividades não estruturadas, as crianças exploram livremente em comportamentos autorregulados. O modelo de peças soltas propõe materiais móveis afuncionais em espaços infantis, sem interferência adulta; com estudo no pré-escolar a revelar suas potencialidades; porém, não encontrámos estudos na creche. Oito bebés (11,5±1,32 meses de idade, 7 não andantes) tiveram livre acesso, na creche, por 18 minutos, a 12 caixas de cartão de cores diferentes com dimensões preensíveis, 6 com conteúdo para produzir som, e 1 caixa grande móvel e escalável. Os bebés gastaram ≈70% do tempo parados ou em deslocamentos sem contato com caixas; mas, todos interagiram com elas, com uma frequência média de 9,88(±4,78) comportamentos diferentes por criança. Três crianças estabeleceram uma interação, a pares, sequencial, em torno da exploração de caixa pequena e grande. Assim, as caixas de cartão permitiram que os bebés se envolvessem em brincar exploratório e físico autónomo, através de motricidade fina e grossa, revelando alguma interação não-verbal positiva e negativa; propiciando também episódios de brincar paralelo. Comportamentos aparentemente passivos poderão ter tido um papel importante no seu brincar livre. Logo, há potencialidades motoras e lúdicas no modelo de peças soltas com bebés, em atividade não estruturada de grupo alargado, com apenas um tipo de objeto. A estratégia pedagógica implementada, combinação entre atividade não estruturada e materiais soltos, configura-se um exemplo de pedagogia ecológica dinâmica, com expressão de fenómenos espectáveis, como não proporcionalidade e de multiestabilidade, tanto para comportamentos motores como lúdicos, mediante a regulação da dimensão de caixas de cartão.
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