O professor e sua prática na educação infantil: o brincar como processo facilitador da aprendizagem

Abstract

Over the years the teacher's pedagogic practice is improving if before he was a mere holder of knowledge, today is observed that in addition to teaching, he lives in constant learning with their students. Professor of Early Childhood Education needs to increasingly improve and insert in their classes activities that promote playful. In educational activities there must be interaction between the teacher, the child and the games. Based on this concept we take the theme of this research work Professor and its Practice in Early Childhood Education: The Games and Play How Learning Facilitator Process Child. This study aimed to analyze the relationship between theory and practice professor of early childhood education as the playfulness. It was developed by conducting a qualitative nature of field research. In theoretical foundation prioritize work with Kishimoto (2010), Moyles (2006), Santos (1997) and the National Curriculum Reference for Early Childhood Education (RCNEI). From the perspective of the teachers playfulness is an important factor in children's learning, however fall short when they enter the playful in their educational activities .The games and the games are developed more from the perspective of fun, memorizing objects than of effective learning.