Concepções sobre ludicidade: a perspectiva docente do 5º ano do ensino fundamental de uma escola pública de João Pessoa

Abstract

This course conclusion work, whose theme is “Teacher conceptions about playfulness in the initial years of Elementary School”, has the general objective of analyzing play practices experienced in a 5th year class at a public school in João Pessoa and their possible contributions to the learning process.The specific objectives are: to characterize the methodology of the classes and activities proposed, with a view to developing playfulness; to map teacher and student conceptions about playful pedagogical practices; to identify the planning of classes, aimed at developing playful practices. The methodology of this work is characterized as field research, with a qualitative approach. The participants consisted of 37 students from a 5th grade class and the class teacher. To collect the data, we opted for the procedure defined by Gil (2008) as a guided interview, in which the questions were drawn up in a semi-structured script. The analysis was based on authors such as Marcellino (1990), Bacelar (2009), Kishimoto (1993), Bastos et al. (2020), Ferreira and Muniz (2020), Fortuna (2000), Narciso et al. (2024), Malagueta, Nazário and Cavalcante (2023), Libâneo (2017), Kishimoto (1999). The data was analyzed using Bardin's Content Analysis (2016). As a result, it was found that the teacher has a grounded and conscious view of playfulness, in the sense of knowing what is prescribed by the documents, but it is clear that the teacher lacks a study on the influences of play in the teaching-learning process. The study showed that the use of playful activities, when well planned, contributes to more dynamic, creative and effective teaching. Teachers and students recognize the benefits of these practices, but there are still challenges such as resistance from some teachers, a lack of continuing training and a shortage of resources in schools.