Jogos e brincadeiras na educação infantil: reflexões sobre o agir docente

Abstract

The present paper deals with games and games in Early Childhood Education. These practical elements have an appreciation effect on teaching focused on the initial grades and promote the development of children's abilities, both physical and emotional as well as affective and psychological. In this way, effective learning is triggered during the process of child training. The problem arose, after several bibliographical readings, in which we realized that games and games in early childhood education still need to be valued as an educational medium during the students' learning. Thinking about it, our research question is: how do public school teachers understand the use of games and games in the classroom? Our hypothesis is that most teachers understand that it is something interesting and fundamental for the child's social life, but that they do not use this constant practice of games and games within the classroom. As for the methodological procedures, it consists of a field research, qualitative, where from the search of reading of dissertations, analyzes and bibliographical interpretations, in which information was collected that guided the work developed. This research is an exploratory one, since it works in detail with the problematic in question, not only exposing it, but offering ways and possibilities to solve it or to heal it. Thus, our work is based on the theory of Piaget (1973), Kramer (1992), RCNEI (1998), ECA (1990), among others.