Ludicidade na educação infantil: concepções sobre as práticas das professoras de uma creche municipal de Bayeux/PB

Abstract

This paper addresses the theme of playfulness in Early Childhood Education and had as generais objective to analyze how playfulness is being developed in the pedagogical practice of educators of a municipal daycare center in Bayeux/PB. And as specific objectives: to identify the conceptions that teachers have about playfulness, to highlight what are the playful experiences used by teachers in pedagogical practice, and to verify what challenges teachers find about playfulness in their pedagogical practice. The work addresses Early Childhood Education and the process of development and learning of the child, in which we discuss about the course of early childhood education, which indicates that the child was not seen as a subject of rights and with the advancement in education began to be noticed as an individual of rights, from the legais frameworks intended for Early Childhood Education. It discusses playfulness and its importance in early childhood education, bringing the concept of playfulness and its relevance to this stage and to the process of development and learning of the subject. It identifies the pedagogical conceptions of the teachers about the playful learning, emphasizing how the educators have understood the playful activity before the reality of the children. The pedagogical understanding about learning from playfulness dialogues with the point of view of teachers about the understanding of playful experiences. When reflecting on the pedagogical practice and playfulness, we verified the challenges that teachers encounter in their daily practice to develop playful experiences with children. As a methodological procedure we carried out a field research done in a qualitative research approach that was developed from the following steps: readings of articles, books and national documents, visits to the research field and data collection through a questionnaire. The research was conducted in a public daycare center in the city of Bayeux/PB and the questionnaire was answered by five educators trained in pedagogy who work in early childhood education, in classes from Infant II to IV, that is, mediating experiences with children from 1 year and 7 months of age to 5 years of age. The main theoretical references used in this work were Vygotsky (1991), Kishimoto (2011), Almeida (2013) and Maluf (2014). Among the national documents we used the National Curriculum Guidelines for Early Childhood Education (DCNEI, 2009), the National Common Curricular Base (BNCC, 2017) and the National Curricular Reference for Early Childhood Education (RCNEI, 1998). As an analysis of the results we could see that the playfulness in the pedagogical practice of the educators is conducted considering the reality of the institution, that is, this factor has hindered the realization of the playful practice. Even though they understand the importance of playfulness in the process of development and learning of the child, some points such as the absence of pedagogical materials and the lack of continuing education hinder the pedagogical practice of educators regarding the playful activity.