Jogos e brincadeiras na escola do campo: percepções de professoras.

Abstract

Games and play have a fundamental role in the development of children in the teaching learning process. Games can be perceived from different perspectives, as they help children develop different cognitive, affective, social and motor skills. Play, on the other hand, presents free and spontaneous activities through symbolization, in which children develop situations from their daily lives. Thus, both contribute to the learning, interaction, socialization and affective growth of each student. In the monograph, we have as a research problem: What is the perception of rural teachers about playing in the classroom in Early Childhood Education? To answer this question, we developed the general objective: investigate the use of games in the classroom in rural Early Childhood Education, based on the perception of teachers. In the specific objectives: conceptualize games and play from different authors, mediating with the perspective of rural schoolteachers; know what types of games are used in rural Early Childhood Education classrooms that favor the children learning process; reflect on whether the games and play made available or experienced provide opportunities for the child's integral development, considering the cognitive, affective, motor and social aspects. We carried out field research in a rural school located in the city of Cajazeiras/PB, using a questionnaire containing six open questions and three Early Childhood Education teachers. In the discussions and reflections about the theme and concepts that conceive this study, we used the following authors: Kishimoto (1996), Vygotsky (2007), Freire (1996), Crepaldi (2010), Barros (1990), Trivinos (1987), Oliveira (2002), Carvalho (2016) and Matos (2002), among others. In this way, the collected data was analyzed based on contente analysis in the thematic modality, considering the teachers' perspective on each question listed. The results presented in this research highlight the relevance of using games and play in Early Childhood Education, which is recognized by official documents, as well as the theoretical contributions of different authors. Therefore, we demonstrate that games and play have an important role in the educational process of children in Early Childhood Education which provides learning, socialization and the development of skills (physical, motor, affective and cognitive) at the same time as promoting creativity, curiosity and integral development.