CHILDREN, CHILDHOOD AND FIRST SCHOOL YEAR

the centrality of playing and learning to read and write together

Abstract

This article presents what children who have completed the first year of elementary school in two municipal schools from Canoas express about what they did during this period. The analysis of drawings and facts reported by the children was held in combination with studies of the Sociology of Childhood and Pedagogy. To perform the analysis, we followed methodological aspects of interpretation looking for the meaning of the traces and words. Children express that, at school, their experience is tied to the place and the centrality of playing and learning to read and write together. From the ideas outlined by the children about their experience of schooling is also possible to infer two key notions for rethinking the planning and the pedagocial action: a sense of school-effort and a sense of obedience as a duty. The aspects raised by the children serve as indicators for the process of organizing the pedagogical work based on a pedagogy that arises from or is made in together with the children.