A ludicidade do aprender na compreensão de alunos do 2º ano do ensino fundamental I.

Abstract

With the intention of showing the importance of recreational activities for the school learning of children of the 2nd year of Elementary Education, from a State Public School of São José da Lagoa Tapada / PB, and that this work of The monograph focused on understanding if it is possible that the teaching-learning process occurs from games and play. To answer this questioning we elaborated the objectives: to analyze how the games and games contribute to the development of children's learning; identify activities that arouse children's interest and creativity and reflect that In this way, games and games favor the teaching-learning process of reading and writing. To carry out this research, we talked to five participants through semi-structured interviews. We adopted it as a referendum! theoretical studies by Dohme (2003); Marly Pinto (2003); Velasco (1996), among others. From the initial study to the elaboration of the theoretical framework and that we organized the monograph as follows: in the first chapter we present a theoretical discussion aimed at understanding playfulness as the most for the school teaching-learning process. In II we have the Procedures Methodological in which we bring the relevance of the theme, the choice of field and research participants, the instruments for data collection: semi-structured interview and observation of teaching practice. In the third chapter, we bring the speeches of the participants regarding the questions made during the interview. We concluded this research concluding that the school does not have educational practices that present play as a subsidy for development children's learning, but that if these resources are considered as an additional tool of educational practice we can teach-learn with more dedication and willingness, without authoritarianism or content impositions systematized.