A DUPLA MEDIAÇÃO NO JOGO DE PAPÉIS: DO SIGNO E DO PROFESSOR PRÉ- ESCOLAR COMO PORTADOR DA SIGNIFICAÇÃO

This work stems from PhD research titled The dialectic between the pedagogical intervention in the role play and the preschool child development. It aims to point pedagogical mediation contributions in the role play and its implications for the preschool child development. As subjects, it is elected twenty children in a preschool class in a public school in a public school in the city of Presidente Prudente (São Paulo state). The quali-quantitative methodology is characterized as intervention research. Although partial, the results highlight the advances children make through the play toward the objective reality, related to the character of actions, the use of substitute objects, the adoption of complementary roles and relations established between peers. As a result, it aims to contribute to the theoretical and methodological field in initial and continuing training of preschool teachers, pointing paths and ways to interven in the role play without spoiling this phenomenon, so as to cooperate for the qualitative advance of this Basic Education stage.