O lúdico na educação infantil: a experiência no Programa Residência Pedagógica na Escola de Educação Básica (EEBAS/UFPB)

Abstract

This work discusses the theme of play in early childhood education. Its general objective is to understand how recreational activities contribute to the development process of children in Early Childhood Education, from the context of the Basic Education School (EEBAS/UFPB). The research is based on a bibliographical survey to deepen studies on childhood and Early Childhood Education, the playful in Kindergarten and the playful pedagogical practice. It was briefly presented the conceptions of childhood, the history of Early Childhood Education in Brazil, as well as the importance of play for children's learning. The research starts from a qualitative approach and is characterized as an exploratory and descriptive research, which used the reports of the experience lived during the participation in the Pedagogical Residency Program (2018-2019), in the infantile class IV, in the Basic Education School (EEBAS) from the Federal University of Paraíba (UFPB), Campus I. The main theoretical sources used were Freire (1983), Horn, Silva and Pothin (2007), Iza and Melo (2009), Kishimoto (2010), Andrade (2010), Sousa and Santos (2021) and Oliveira (2005), as well as documents such as the Common National Curriculum Base (BNCC), the National Curriculum Guidelines for Early Childhood Education (DCNEI), the National Curriculum Framework for Early Childhood Education (RCNEI), the Federal Constitution of 1988. The study concluded that planning and providing playful experiences based on interactions and games within the scope of Early Childhood Education contributes to the development of children, as it makes the teaching-learning process more This is significant, based on the infants' reactions. It was also found that playfulness contributes to creativity, discovery, autonomy and participation in activities.