LUDICIDADE E PRÁTICA DOCENTE NO PROCESSO DE ENSINO APENDIZAGEM NA EDUCAÇÃO INFANTIL NO MUNICÍPIO DE PONTA PORÃ/MS.

Abstract

The present study aimed to investigate the presence of playfulness in teaching practice in early childhood education and the meanings attributed by teachers to the concept of playfulness. By playing freely or mediated by the teacher, children have the opportunity to know their own body, the physical and social space, the people with whom they live, gain autonomy, identity and the rules of social life. The work emerged from concerns in my teaching practice and observations of fellow teachers who had difficulty understanding the relevance of playful activities for the creative, affective, cognitive and physical development of children. The research consisted of a bibliographic, documentary survey, collection and analysis of empirical data. The instruments used for data collection and analysis were class observations, logbook, questionnaire and semi-structured interviews. For the systematization of the data we used the core meaning methodology. Its theoretical-methodological bias was the Historical-Cultural Psychology, developed by Vygotsky and his collaborators, based on the Historical-Dialectical Materialism method. The research was conducted in a Center for Early Childhood Education in the city of Ponta Porã-MS, with two leading teachers who work in classrooms in the first stage of Basic Education, with children between 4 and 5 years old. From the discussions of the research subjects, the results indicate that the teachers have the discourse that the playful is an important and necessary pedagogical tool for the child to grow and develop completely, and that the mediated or free play is necessary to both physical, psychological and motor growth at this stage of childhood.