Vivências lúdicas na educação infantil: o papel do professor.

Abstract

The proposal of this study focuses on the role of the teacher in the use of play as a tool that cannot be understood solely as a pedagogical resource with an instrumental character, serving solely for the systematization of knowledge and achieving pre-established results. Play should be seen as an efficient tool for the development of skills in the implementation of teaching and learning, and as an essential tool that permeates the educational environment where elements such as imagination, desires, and joy are fully allowed. Through bibliographic research, grounded in the principles of authors such as Piaget, Vygotsky, Friedman, and Kishimoto, among others, the study aims to analyze the contributions of playful practices in schools, as well as to present the role of the teacher as a mediator in these actions. The general objective is to highlight the importance of play in the process of teaching and learning development, discuss how teachers use playfulness for the development of educational practice, understand teachers' perceptions of playfulness, and investigate. This research is configured as a field study with an exploratory and descriptive qualitative design, using a semi-structured interview tool to collect data at the research site, which was a municipal school in the city of Santa Helena in Paraíba. The participants were three preschool teachers. Thus, children learn more easily and interact impressively with each other and the teacher, using all their childlike innocence to discover their abilities and competencies. In addition to building their own knowledge, the child also playfully exposes their own context, allowing for a broader assessment of each student. It is possible to perceive their greatest difficulty and act directly for the benefit of each one's formation. Playful activities help build knowledge and provide enjoyable moments for the child's development.