Lúdico em ação: análise de uma experiência de estágio supervisionado numa escola da rede pública de João Pessoa

Abstract

The main objective of the present work was to analyze the development of learning from the use of playfulness and its potential as an engagement strategy in the construction of such learning with students from the 1st year of Elementary School. As a methodology, a qualitative approach was chosen, being a bibliographical and analytical research, from the point of view of reflecting on the educational practice. To theoretically support the work and define the concept of play adopted in the research, the studies by Adreeta et al. (2020), Kishimoto (1994), Negrine (1994), Vygotsky (1984); to understand the expansion of Elementary School and the relationship of children with schooling, we anchored in the studies by Arelaro et al. (2011), Corsino (2007), Nogueira (2011); as well as Nóvoa (1995), Pinto and Tavares (2010), Rocha and Ribeiro (2017) and Rodrigues (199) to elaborate on the importance of play in children's learning. According to what was analyzed from the review and reflection of teaching practice within the Supervised Internship, the importance of the discipline in the training process towards a concept of education aimed at the subjects and its dimensions, and not the transmission of content, as well as the differential of teacher training focused on the use of play as a pedagogical action. Given this, this work intends to corroborate and add to the studies that show play as an inseparable element of school learning with children.