O lúdico no processo de aprendizagem na educação infantil

Abstract

The proposal has playful in its most explicit characterization of the direct action of the projection of the play, bringing joy and happiness to the model of activity that takes place. Before we start this application for the construction of a survey of data that could prove or disprove that can ensure some playful learning within the pedagogical dynamics performed in early childhood education, and through this form of recognition to try to understand the playful, essence, importance and action , exploring its components: the game, the game and toy as possibility to form creative subjects of critical and autonomous so that later can be inserted in society in order to be able to change the reality in the first instance individual and after conference . Our observations that basic education sought to understand how the playful applied in an organized and conscious, can result in a mechanism that assists the educator in the transfer of thematic content and not so attractive, but it can be seen and experienced in the most pleasurable possible. In this dynamic, it is necessary that the teacher is aware of playfulness and their actions are able to incorporate the many representations aiming playfulness in their daily educational routine, causing the need for students to conduct themselves as producers of knowledge and not as a product content-only maneuver.