Brincar e aprender na educação infantil: compreensões acerca do lúdico no processo de ensino-aprendizagem.

Abstract

The central issue of this research is: How do teachers and teaching assistants from Early Childhood Education understand the use of playful activities in their pedagogical practices? To answer this question, we’ve listed the following objectives: to analyze what teachers and teaching assistants understand about playful activities in the classroom; to reflect the use of games in the pedagogical practices of teachers and teaching assistants, and discuss the relation between playful activities and school learning. Although this theme has been very addressed nowadays, the awakening to the interest of this research was in the need of further studies that would be related to the playful activities at Early Childhood Education, because it represents a major percentage of institutions for low-income children who rely on their professionals to create opportunities for a better integral development. The survey was conducted with two teachers and two teaching assistants aged between 32 and 48 years old, who work with children aged between four and five years old in a public institution located in Cajazeiras city, state of Paraíba. This research is exploratory and qualitative; and the analysis of the data happened through thematic analysis. The information for this survey was obtained through a semi-structured questionnaire. The results indicate that, although professionals at Early Childhood Education understand that playful activities constitute a universe of possibilities for the development of skills/ abilities fully developing children, sometimes there are reflections of a traditional teaching model. It is possible to conclude that playful activities represent the foundation for children’s development, and it needs to be not only understood, but explored more intensely by all the teachers, besides they remain in constant process of formation to attend all of the child’s needs.