Narrativas docentes sobre ludicidade no cotidiano da educação infantil

Abstract

Young children bring with them the drive to discover, be curious and want to learn. And through playful activities (games, toys and play), they exercise their bodies as a whole, understand their limits, explore reality and are able to relate things to one another, and thus, build knowledge. Playful activities revive the love of learning, promote moments of affection among children, making learning enjoyable. Therefore, in Early Childhood Education, teachers need to use playful methods, with practices that approach and interact with children, so that the class is directed and with methodological teaching purposes. This work is the result of a qualitative approach research, in which a field survey was conducted through interviews with three early childhood education teachers, at CMEI Jornalista Oduvaldo de Oliveira Batista, S/N, which is located in the Mandacarú neighborhood, in the city of João Pessoa. Three teachers from the 3-year-old Maternal II class participated in the unstructured narrative interview, with the objective of investigating the conceptions and practices of playfulness constituted by teachers in the daily routine of Early Childhood Education. As a result, it is clear that teaching practices of playfulness are included in the teaching project and in the laws and guidelines of early childhood education, but it is necessary for playfulness to go beyond the meaning of school presentations and assessment activities, so that it has greater significance for all teachers and becomes an included and essential practice within the school environment. And that through playful educational practices, interaction and participation of children in their learning process occurs.