ARAÚJO, A. S.; http://lattes.cnpq.br/3270749673958963; ARAÚJO, Adriana de Sousa.
Résumé:
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.