Contribuições dos jogos pedagógicos nos processos de ensino e aprendizagem na educação infantil

Abstract

This work had as general objective to understand how games can be constituted as pedagogical resources in the process of teaching and learning in kindergarten. Towards specific objectives, to check how the Early Childhood Education teacher organizes pedagogical work and its relationship with games in the classroom. At last, to analyze the possibilities of pedagogical games in the learning process. The research methodology has a qualitative approach, making use of the instruments of participant observation and semi-structured interview. The subjects of the research were the students of a class of Early Childhood Education and the respective teacher of the School. The choice of participants, as well as the research location, originated from the author's intervention in the supervised Internship and in the Pedagogical Residency Program of the Pedagogy Course. Among the theorists who were used to support this work, the following stand out: Arce (2007; 2011), Brandão (2009); Ferreira (2018), Leal (2009) Kramer (2007). As a result, we found that the class teacher showed good conception about the importance of using games as a resource, as well as using them in the organization of her work. Through the intervention it was possible to identify games as valuable pedagogical resources that contribute with innumerable possibilities in making the learning process more pleasant and meaningful.