Percepções e contradições sobre o lúdico na educação infantil.

Abstract

The Early Childhood Education, as part of Basic Education, is a very recent conquest. It was recognized by the Guidelines and Bases Law of National Education (called LDBEN) of 1996, as well as it is conceived as a fundamental step for the social and cognitive development of the child. The Child and Adolescent Statute (also called ECA) establishes that every child has the right to play. The play in the Early Childhood Education assumes a fundamental function in the development of the child, because, it is playing that the child learns. It is in contact with others children that socialization happens and the use of ludic resources provides developments, such as cognitive, physical, social and motor in children. Therefore, the purpose of this study was to analyze the perception of the teachers of Early Childhood Education about the role of ludic in learning. With this, it was developed a qualitative, descriptive and field research, where it was carried out in an Early Childhood Education public school, locatedin the Baixio city, in the State of Ceará. The sample of research consisted of six

(6) teachers that working with children of 04 and 05 years old. As data collection instrument, it was used a semi-structured interview, so that they were recorded and preceded by the signature of the Free and Informed Consent Term (called TCLE). After the realization of interview, it was done the transcript of the recording in full, where the data were categorized and organized in10charts. So, it was identified that the teachers perceive the ludic as an essential subsidy for children‘s development and that the play into the school stimulates the socialization, as well asplaying is part of the child. With this, all teachers affirmed to work with ludic methodologies, the child plays for the need to have fun and the games that are used in the classroom have a didactic function. But, two teachers affirmed that ludic activities should only be worked on some days of the week; all these pedagogues believe that toys and games help in the development of children's abilities. These professionals recognize their role as mediating agent during theludic activities; and they all prioritize the use of ludic activities in the activities involving the mathematic reasoning. It was concluded, so, that the researched teachers recognize the relevance of using of recreational resources, however, they do not adhere daily in their practices, because they understand that the constant use of ludic requires daily planning. All the investigated teachers complement that the ludicwas also understood as entertainment and, therefore, it is worked for the purpose of fill the time, in other words, the play, even if important, it is still perceived as pure fun. Finally, it was understood that although they mention the relevance of work withludicness, they do not demonstrate to have complete trust in the function of toys and use some activities without a meaningful defined pedagogical objective.