Jogos e brincadeiras no processo de ensino-aprendizagem na educação infantil.

Abstract

teaching-learning process in the Early Childhood Education, from the following problematic: What is the Child Education teacher‘s perception about the use of games and plays and what are the impacts caused in the teaching-learning process of children in the classroom? With the purpose to answer the questioning, we elaborated the following objectives: to analyze the understanding of Child Education teachers in relation to the use of games and plays in the classroom; to reflect the use of games and plays as a form of teaching that favors the development of students' learning; to highlight the ludic forms used in the room; to identify the main difficulties, listed by teachers, to develop a teaching involving games and plays. This is a research that works with playfulness as a pedagogical strategy that favors the teaching-learning process in the classroom. This is a qualitative research carried out with four teachers from public schools of the Cajazeiras/PB city, through the use the data collection instrument: a semi-structured interview, containing a characterization questionnaire and five questions focused on the topic in study. With the realization of this study about the use of games and plays in the classroom, we saw, through the teachers' speeches, that the ludic is a pedagogical tool that effectively contributes to development of abilities for children, being a way of pleasure learning, as well as a less tiring learning, because, when the teachers positioned themselves, they talked about their difficulties and facilities in the use of playfulness in their pedagogical practices. Finally, we can add that the problematic and the objectives of the research were achieved, in order to give continuity to the reflections raised in this work.