A ludicidade na educação do campo: Experiências no 1° ano do ensino fundamental

Abstract

Playfulness is a pedagogical approach that aids learning and the appreciation of the identity and culture of rural children, bringing school knowledge closer to rural realities. This study aims to reflect on the meanings of playful pedagogical practices in the 1st year of Elementary School within the context of a Rural School. As specific objectives, it seeks to describe situations of playful activities explored with children at this stage and to identify the contributions and challenges in promoting playful learning. The interest in developing this study is linked to professional experience and initial training during Supervised Curricular Internships conducted in the rural context, given that classroom contact enables reflections on teaching practice, allowing for an understanding of situations that expand knowledge and value local culture, customs, and life experiences. The theoretical framework is supported by the discussions of authors such as Tizuko Kishimoto and António Nóvoa. It is characterized as qualitative research in education, specifically participant research. Data were gathered through observations recorded in a logbook, as well as the organization of pedagogical practice records, such as lesson plans, children's activities, and photographs. The systematized data led to two axes of analysis: playful activities in the 1st year of Elementary School; and contributions and challenges in promoting playful learning. The research findings show that activities focused on playfulness prioritized play and children's protagonism, motivating interaction and the acquisition of knowledge such as reading literacy, word writing, respect for nature, and mathematical skills. Songs and games encouraged imagination, motor coordination, and spatial awareness. On the other hand, the challenges relate to the school's structural issues, the lack of investment in continuing teacher education, and families' distrust regarding playful work. Thus, expanding knowledge and valuing popular culture and traditions, with a focus on playfulness, proves to be a possible path for the development of pedagogical practice in rural areas.