A ludicidade como estratégia na rotina da educação infantil

Abstract

The classroom routine consists of a pedagogical organization in the sense that pedagogical practices can flow successfully within the schools. The use of ludic in the routine of Infant Education needs to be put as a strategy to provide the integral development of children, in view of the universe of children, permeated by the ludic culture. Thus, understanding the importance of a school routine consistent with the specifics of the child, the objective of this research is to analyze how the playfulness has been contemplated by the teachers in the routine of Infant Education, considering the dimensions of the integral development of the child. The research sought to analyze the teachers' view of the routine in Early Childhood Education; Understand the position of the teachers on the dimensions of playfulness; To identify the conditions for carrying out the routine of playfulness in school. This is a field research of a qualitative nature. The work of Barbosa (2006), Kishimoto (2010), in parallel with the Curriculum Framework for Early Childhood Education - RCNEI (1998), in order to establish a connection between these and what has been accomplished in the School that serves pre-school children. Even with so many advantages, the games and games offered in Early Childhood Education are seen by many teachers as a mere pastime, and unfortunately, in general, they are still not properly used as pedagogical resources in the routine of Early Childhood Education.