A brincadeira e a ludicidade como recursos de aprendizagem

Abstract

The present work presents the theme: play as a learning resource. In this sense, both play and play in the context of education enable the educator to work more dynamically, through methodologies that help in the pedagogical practice. The research aimed to analyze the conception of teachers about playing in the classroom, trying to understand strategies used by teachers through playfulness. The interest in research on the subject arose from the experiences in the Internship of the Pedagogy course. To this end, we carried out a field research, using a qualitative approach. The theoretical foundation was based on authors: Lira (2009), Carneiro (2012), Andrade (2014) Kishimoto (2002), Campos (2009), Freire (2005), among others. The questionnaire was used as a data collection instrument, consisting of open questions for elementary school teachers in the early years of a public school in the city of Serra de São Bento/RN. After analyzing the data, it was possible to understand that the use of games and games in the school environment makes children develop a variety of knowledge in a pleasurable way. But it is necessary that teachers, in addition to being motivated also with play, have more elaborate knowledge about the subject, in order to intervene in children's games, after all, play and playfulness not only favor the teaching-learning process but also contribute to socialization.