O risco como recurso educativo: Práticas de brincadeira arriscada nas escolas de educação infantil norueguesas entre regras, ambiente e cultura da confiança
Palavras-chave:
Brincadeira arriscada, Cultura da confiança, Educação ao ar livre, Desenvolvimento motor e socioemocional, InclusãoResumo
O estudo, que faz parte de um projeto de pesquisa mais amplo sobre a brincadeira arriscada na primeira infância, envolve quatro instituições norueguesas de educação infantil e explora como essa forma de brincadeira é promovida e valorizada nesse contexto. A abordagem qualitativa baseia-se em entrevistas semiestruturadas, complementadas por observações estruturadas. Os resultados mostram que professores e diretores incentivam rotineiramente a brincadeira arriscada, pois ela está incorporada ao projeto educativo e é coerente com uma abordagem cultural, compartilhada pelas famílias, que valoriza as atividades em ambientes naturais como oportunidades para o desenvolvimento de competências psicomotoras. Os ambientes naturais funcionam como agentes pedagógicos que convidam à exploração, enquanto os educadores atuam como facilitadores ativos da brincadeira. A crescente conscientização sobre questões de segurança não desestimula nem limita as atividades oferecidas, mas leva a uma organização mais refletida dos espaços e ao cuidado com a comunicação com os pais que expressam dúvidas ou medos. No conjunto, a brincadeira arriscada emerge como uma prática intencional que promove resiliência, autoestima e competência corporal.
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