O lúdico na sala de aula.

Abstract

This monographic research arose from the need for greater theoretical deepening on the theme, as well as the intention to show that it is possible to learn while playing. The topic is interesting considering that the from the games and games performed in the classroom and possible direct to the teaching-learning process of content systematized, as well as being able to favor reading and writing by making the child to succeed, both at school and outside. For reach a greater understanding of this theme, we elaborate the following questioning: how playful used in the classroom and perceived by students in their school learning process? Our hypothesis is that some teachers are not prepared to work playfulness in the students' school learning process. To answer this questioning we elaborated the objectives: to analyze the understanding of students 3rd year of Elementary School I in relation to the use of games and games in the classroom and reflect the importance of playfulness from the understanding of students and the studied literature. This monograph is organized in three chapters: first the theoretical framework with a reflection focused on the importance of play at school in the view of authors such as: Almeida (1995); Benjamin (1984); Freire (1984); Moyles (2002), among others. In the second, bring the relevance of the theme to school activities, the relationship researcher and subject and the instruments for data collection: observation and semi structured interview. In the analysis chapter, we present the students' understanding of playfulness and its relationship with reading and writing systematized. It was possible to conclude, from the students' statements, that the work with games and play makes the teaching-learning process pleasant and meaningful for children and the teacher and a tool more for the development of activities in the classroom.