Educação física para estudantes do primeiro ano do ensino fundamental à luz da teoria histórico cultural: brincadeiras de roda em caráter musical

Abstract

This study presents views on the games of children in the first year of elementary school as an important tool for their integral development. Vygotsky was one of the most important representatives of cultural-historical psychology, and he started from the principle that the subject is constituted in the relationships with others, through characteristically human activities, which are mediated by technical and semiotic tools. In this perspective, musical circle games assume a privileged pedagogical position for the integral development of the child. In view of this, the research problem is to investigate the influence of musical performance round games on the development of children's learning based on Historical-Cultural Theory. The general objective is to analyze the influence of musical round games for the development of learning from the Historical-Cultural Theory. As for the specific objectives: to characterize the history and conceptions of childhood; discuss the legal and conceptual precepts of nine-year elementary education; identify the curriculum as an essential element for games in the transition between early childhood education and elementary school; understand the importance of cultural-historical theory in the role of the physical education teacher for children's learning through wheel music. The present study has as a methodological option a literature review, through qualitative exploratory research. It was found that the circle songs are a valuable pedagogical tool for children in the first year of elementary school. However, it is necessary to understand them in the light of the cultural-historical theory, that learning comes from the contacts and experiences lived by the children, marked by the material and educational conditions that are offered to them. Thus, it is suggested that there is a curricular expansion of musical circle games for the learning of all elementary school children within the current Brazilian educational system: ethical, cultural, cognitive, intellectual and social learning.