As contribuições das brincadeiras na aprendizagem das crianças da educação infantil na faixa etária entre quatro a cinco anos

Abstract

In modern times, reputed scholars acknowledge and recommend the use of games and plays in the classrooms, as a strategy to stimulate the creativity and interest of the kid in the process of knowledge building. The child that plays acquires better understanding of him or herself, of the other, becomes cooperative, more creative, more dynamic, less dependent and all that, strengthens the development of his and her intellectual autonomy. The present research has as main objective understand how the plays favor the process of knowledge building in kids at elementary school between four and five years. The methodology utilized in the research is based in a qualitative descriptive investigation, being the study, analysis, registers and interpretation of the results based on the answers of the subjects interviewed. We had as study subjects two educators of the Escola Municipal de Ensino Fundamental, Flávio Ribeiro Coutinho in the city of Bayeux/PB, Brazil that gently helped us in the realization of the current research. The theoretical framework that grounds this research was built from the readings of the works of authors such as Piaget (1988), Vygotsky (1984), Oliveira (2005), Winnicott (1999), Kishimoto (2006) among others. For the data collection it was applied a survey composed by (12) questions that had as main goal identify how the educators understood the use of ludic resources, and if they utilized this tool in their educative practice, if they faced difficulties to introduce games in the classroom, amongst others points approached in the field study.