Name: RAQUEL FIRMINO MAGALHÃES BARBOSA

Publication date: 23/02/2018
Advisor:

Name	Role
ANDRÉ DA SILVA MELLO	Advisor *

Examining board:

Name	Role
AMARÍLIO FERREIRA NETO	Internal Examiner *
ANDRÉ DA SILVA MELLO	Advisor *
FELIPE QUINTÃO DE ALMEIDA	Internal Examiner *

Summary: This research has as object of study the playful hybridity, comprehended by crossovers actions and symbolic aspects that arise from distinct behaviors during the game, in the case of this study, the signatures of playfulness, aggressiveness and nonsense (homo ludens, homo violens and homo demens), materialized in the ludic-aggressive play in Early Childhood Education. The thesis is guided in the possibility of playful hybridity favor the socialization, the manifestation of protagonism, positive reading for the symbolic processes of children and the mediation of the Physical Education teacher. The following issues will guide the study: what’s the paper of playful hybridity into the culture pairs of children? What are the meanings that children attribute to ludicaggressive play? How can the playful hybridity contribute in the pedagogical interventions of Physical Education in Childhood Education? Having the main objective understand playful hybridity in ludic-aggressive activities of children at Early Childhood Education and from his understanding, signal possibilities interventions and pedagogical reorientation with Physical Education in this context. And as specific objectives: investigate the deployment of the relationship between ludic, aggressiveness and nonsense in playful situations; analyze the meanings, the factors and the moments that lead children to express interest in ludic-aggressive play; signal connection practical possibilities of the pedagogical work of the teacher and the playful hybridity elements in daily lives of children. Therefore, the type of research was adopted ethnography, with the use of reactive input method and participant observation. The subjects of this research were 60 children between four and five years old, 02 teachers of Physical Education who work in groups surveyed, 01 secretary, 01 pedagogue and 01 manager (director) of a Centro Municipal de Educação Infantil de Vitória/ES. The data sources used were the registration on field diaries, photographs, records, audios, semistructured interviews with teachers, stories and enunciation captured in episodes of interaction produced by children in Physical Education classes and recreational moments. For analysis, the construction of coding categories and qualitative analysis of episodes of interaction was performed. As a result, it is expected to contribute, through the playful hybridity, to the visibility of creative, social production and protagonist of the playful subjects in pedagogical practices of Physical Education in Childhood Education, allowing a new look at this type of play that constitutes as a sui generis knowledge the child pairs culture and provides a learning experience for "nonviolence".

Keywords: Childhood Education. Physical Education. Rough and tumble play. Ludicaggressive play. Playful Hybridity.

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