Ludicidade: o brincar na educação infantil

Abstract

The present work dealt with the playing in Elementary School Childhood Education and sought to emphasize the idea that playing contributes to the development of the child in the school environment where they live daily, in search of knowledge. The school constitutes a space of learning that seeks to favor the development of affective and intellectual abilities of the child. The purpose of this study was to analyze the teachers' conceptions about playing in Early Childhood Education, in order to identify what they think about this object and the difficulties to work with classroom playing the studies of Vygotsky ([1932] 1998b); Piaget (1976); Kishimoto (1994) were used as theoretical framework. The methodology chosen was qualitative, and a field survey was carried out. As a data collection instrument, a questionnaire was used, consisting of twelve discursive or argumentative questions. The subjects of the research were five teachers of Early Childhood Education. The results indicate that the teachers did not have a training oriented to the teaching of this subject, making it more difficult to work with the ludic in the classroom, passing an idea that the playfulness is sometimes understood as content to be taught. They reveal little theoretical-methodological domain about plaactivities in the classroom.