Ludicidade: a experiência interna do sujeito e o papel do docente

Abstract

The present study highlights the importance of playfulness as the subject's internal experience, evidencing the conceptual discussions of the term and its relationship with play, in addition to problematizing the difficulties found in the mediation of playfulness in the school context due to the lack of continuing teacher education. The objective is to analyze the concept of playfulness and playful experiences with children; delving into the relationship between playfulness and play in learning; and reflecting on teacher education for the realization of playfulness. The methodology employed is qualitative in nature, with contributions from bibliographic research. The research is based on the theoretical contributions of authors such as Rau (2012), Lemos (2023), Kishimoto (2011), and Lima et al. (2018), and normative documents such as the National Common Curricular Base (BNCC). It is concluded that the use of playfulness in an unsystematic way is still a reality today, and that playfulness issues must be present in educational spaces with pedagogical intentionality, assuming the holistic, motor, cognitive, and social development of the child as a basis for theoretical-practical orientation. It is evident, therefore, that the real consolidation of play as a structuring axis and a right to learning must be the responsibility of a qualified and sensitive teacher education, in accordance with the guidelines of the National Common Curricular Base (BNCC).