This paper reports an experience developed at Escola Parque, a fundamental school at Rio de Janeiro, Brazil. It is a private school, with 1600 students from 1 to 18 years old. It’s a constructivist school that values student’s activity, cognitive development and cooperation. In February 2006, pre school moved into a new building, and it was no more necessary to share computer labs and other resources with older children. We started to plan the Educational Informatics to age group 2-6, and we wished computers to be completely integrated to the routine, the pedagogical characteristics and the projects developed at school. Our research on available educational software brought many problems and unsatisfactory results, as we did not want to use tutorials and closed software, neither show lots of stereotyped images to our children. We realised that most of the games and activities would not fit our aims. Thus we began programming our own activities in Imagine. And while more games and activities were being prepared, the whole group of teachers began to take part in this process. We naturally adopted (even without thinking of them) some guidelines and patterns that are present in the daily work on the games and activities: Do not use adult drawing for “motivation”; Give the children the opportunity to manipulate object, build and test hypothesis, without pointing out every mistake; Naturally mix concrete manipulation with many kinds of representation; Use the children drawings and writings to create activities to other children. Figure 1. Children’s drawing in school decoration and in Imagine activity Now, one and a half year after this process began, we realise that the possibility of building our own games created a new conception in the group, and informatics has become a powerful tool for teachers
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