Jogos e brincadeiras como possibilidades de ensinar e aprender.

Abstract

The choice of the theme "games and play as possibilities for teaching and learning" arose from a concern that we have seen during the internship in kindergarten where the play at the Children's School for some teachers do not have the minimum value, is crafted as a simple "pass time "as entertainment and as a distraction. At another time when cursamos the Fundamentals and Methodology discipline in kindergarten the subject came in as a pedagogical possibility, resulting in this study. This work has as main objective to analyze the practice of the educator with the game and play as a possibility of teaching and learning and specific objectives identify the play as a methodology for the comprehensive development of the child; investigate how the educator develops cognition and creativity of the student through play; observe the teaching materials used by the educator in practice teaching. This paper is organized into three chapters, the first chapter titled a brief account of education presents a retrospective of education studies by authors and legislation. In the second chapter we present the methodological procedures of the research, highlighting the type and character of the research with qualitative analysis. To collect data we used two instruments, namely: questionnaire and observation. Informants in this investigation are three teachers and fifteen students studying in school. To carry out this study, we choose a state school of Fundamental Education of Cajazeiras- PB. The survey for the theoretical discussion left readings authors such as Almeida (1974), Barbosa (2008), Cládis (2001), Ferraz (1993) among others. In the third chapter contains the analysis of the data done by the qualitative study of elaborate responses from the questionnaires, and the observations made during some school visits, comparing the data to the theory of which was developed through bibliographic material readings. Finally we present the conclusions for now we are aware that what was drafted contributed in a special way for training in pedagogy. The realization of the research was a fundamental relevance for the academic researcher, as well, in order to provide theoretical basis that can assist in the development of future pedagogical practice.