Representações sociais acerca da ludicidade por professores

Abstract

The present study apprehended the social representations about the playfulness among teachers of nursery school, Early Childhood Education and Fundamental Education of the municipality of Paraíba de Coremas. The theory of social representations served as a theoretical and methodological contribution, having as theoretical reference Serge Moscovici and Denise Jodelet. The sample of this research was non-probabilistic and of convenience, formed by 64 teachers professors with ages of 18 and 54 years, most of them female (86%) and 26% have postgraduate studies. The members of the sample answered a socio-demographic questionnaire and the technique of free association of words, whose inductive stimuli were "playfulness," "early childhood education," and "in their daily lives how classroom workmanship works?". The data from the free association were processed and analyzed by the software Tri-Deux-Mots, through the factorial matching analysis. The results obtained evidenced that the social representations elaborated by the teachers anchored playfulness as synonymous: "teaching, fun, toys, games and joy", children's education as synonymous: << discoveries, joy, socialization, knowledge >>, and the stimulus In their everyday life as the classroom playfulness works as synonymous: << affection, embrace, dynamic, playful >> Faced with the richness of existing meanings about playfulness, these representations result and reflect the experiences and characteristics of the researched group. It is worth emphasizing that the importance of playfulness should be better understood by teachers, since these professionals are the mediators between the child and the toy, play or games, and that when playfulness is used pedagogically, it has an even greater value in learning the children.