Saberes escolares e o uso de estratégias lúdicas no planejamento pedagógico das professoras da educação infantil

Abstract

The objective of this work is to understand the importance of playfulness in the view of Early Childhood Education teachers, considering the child's integral development and the relationship between playfulness and school knowledge. To this end, exploratory research with a qualitative approach was carried out with seven teachers from the Municipal Center for Early Childhood Education - CMEI Menino Jesus, in the city of João Pessoa/PB, in March 2024. The instrument used was a questionnaire with 20 questions, divided into two parts: In the first, there was sociodemographic information about the participants and in the second, information about the importance of play in early childhood education and its relevance in teaching-learning. For theoretical discussions, contributions were sought from Silva e Santos (2018), Carvalho e Guizzo (2018), Nunes e Corsino (2009), Barbosa (2000, 2006, 2013), Kishimoto (2010), and other authors who discuss the proposed theme - Early Childhood Education and playfulness. In addition to the authors, there are documentary contributions that prove the right to Early Childhood Education in Brazil, such as: CF (1988), ECA (1990), LDBEN (1996), RCNEI (1998), DCNEI (2010) and BNCC (2017). The results indicate that the teachers, participants in the research, recognize the importance of play for teaching, learning and the integral development of children and seek to relate playfulness to school knowledge, however they mentioned that there are challenges and obstacles encountered in the application of play activities, which little by little they need to be overcome.