A ludicidade como metodologia inclusiva na educação infantil: uma experiência no projeto aponte.

Abstract

The present research aimed to understand the use of playfulness as an inclusive methodology in Early Childhood Education. And, for specific objectives, the following: to analyze the pedagogical universe of games and play; to analyze the role of playfulness in the national guidelines for Early Childhood Education; evaluate the development of basic skills in young children, through games and play. To meet this end, an exploratory qualitative research was used, based on a bibliographic review based on the ideas of Piaget, (2008) and Vygotsky (2007), Kishimoto (2004) among others, in addition to the National Curriculum Guidelines for Early Childhood Education (2009), the National Parameters for Quality in Early Childhood Education (2006) and the National Common Curriculum Base (2017) for this level of education. This stage was followed by action research, carried out at the Aponte Project, a third sector institution, where the author develops activities related to the research project of the incentive program for teaching degrees, at UFPB. In the interventions carried out, a repertoire of games and games for pedagogical purposes was used, and its application took place within the inclusive didactic perspective, having as a premise the participation of all children. A group of fourteen (14) children enrolled in the institution, aged between 3 and 6 years old, with and without specific learning needs, participated in the research. The activities were inserted into the institution's routine and developed by the researcher with the cooperation of the other professionals, from Monday to Friday, during the period from March to September of the current year. And the results revealed that, by making use of playfulness, especially games and play, it is possible to adopt an inclusive methodological perspective and, with this, promote different learning in children, developing skills and competencies inherent to childhood, in a more effective and pleasurable way, but that such a result depends on the mediation of the teacher.