Ludicidade e prática pedagógica nos anos iniciais do ensino fundamental

Abstract

The present work addresses playfulness as the object of study, focusing on pedagogical practice from the perspective of teaching performance. The research aimed to analyze how teachers conceive and use playfulness in pedagogical work in the Early Years of Elementary School. For this purpose, the following specific objectives were outlined: to capture teachers' positions on playfulness; to understand how teachers use playfulness in pedagogical work with children from 2nd to 5th grade, and to identify strategies used by teachers for the development of playful experiences with older children. The interest in the research arose from experiences in internships during the undergraduate course in Pedagogy and participation in extension courses. The theoretical framework was based on authors such as Luckesi (2000), Lopes (1998), Borba (2007), Maluf (2003), Rau (2013), among others. Methodologically, field research was conducted, using a qualitative approach, with data collection developed through an online form created on the Google platform. The research subjects are ten teachers from the early years of Elementary School, from two public state schools in the city of João Pessoa/PB. The selection of schools and research subjects took into account the researcher's contacts during supervised internships I and II of the Pedagogy courses, maintained with the school teams. The data collection instrument used was a questionnaire consisting of ten subjective questions. The data were tabulated and analyzed according to the references that support the work. The results indicate that the interviewed professionals believe that playfulness and playful activities contribute to knowledge acquisition and cognitive development. However, the use of playful aspects in pedagogical practice with children from 2nd to 5th grade is still not very significant. Playfulness is only incorporated in specific moments, with limited time and space, as well as the strategies used in the classroom, indicating it to be a secondary resource to the practice of the teachers involved in the research. Furthermore, the teachers' formative process is a critical point, as they do not have sufficient training on the topic and theoretical contributions are either nonexistent or in small quantities. It is concluded that the implementation of playfulness with older children is still a goal to be achieved. The non-use of playfulness results in practices that do not consider the child's involvement in meaningful experiences, leading to the use of exhaustive and uninteresting activities, thus promoting a demotivating environment, negatively impacting the school routine and the learning process.