DUARTE, Francisca Macena.
Resumo:
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.