O lúdico como estratégia docente no processo ensino aprendizagem da educação infantil

Abstract

From the contact with teachers of Early Childhood Education , in the period of Supervised the UAB School of Education / UFPB on observations of teaching practices , as well as in informal conversations with teachers perceive the disinterest on the part of the same application recreational activities . We note that when used in the case of music, dance , drawings and especially the games , there was no instructional purposes, and any mediation between teachers and students . Such attitudes prompted us to a question: " What is the perception of teachers in Early Childhood Education with the use of the ludic in their teaching practices " ? This choice of topic was alluded to the fact that this educator , who has 15 years experiences in their teaching practice the use of games , toys and games and always got good results , confirming this practice as a facilitator of teaching for learning and child development . Today , the front of the coordination of education of the county , one of his projects was implementing the use of the ludic in the continuing education faculty of this type of education , at the municipal level with a different perspective on educational issues that permeate everyday life in a classroom . This is a qualitative empirical studies of work , with teachers , concerning the insertion of playfulness as a teaching resource in their teaching practices in Early Childhood Education and mode of perception as to the operation of this teaching resource. To do so, it is mister conducting interviews and observations in the classroom , within a theoretical framework grounded in the concepts of the Curriculum Frameworks ( RCNEI ) and authors such as Vygotsky (1989 ) , Piaget (1975 ) , Kishimoto (2012 ) , Formosinho (2010) , Santos ( 2001) , among others.