EDUCAÇÃO INFANTIL: LUDICIDADE E PRÁTICA DOCENTE

Abstract

Ludicity awakens the imaginary, the memory, helps the subject to signify reality and contributes to development and learning. From these conjunctures, this dissertation aims to investigate the playfulness in the pedagogical practice of the teacher. It is understood the ludic as a tool, which the teacher can use in his daily life. Ludicity is not limited only to games, games and toys, but is related to all free and pleasurable activity, and can be performed in groups or individually, in the social relations of the subject. The research consisted of a bibliographical, documentary, collection and analysis of empirical data. The instruments used for data collection and analysis were class observations, records with photos and videos, questionnaire and semi-structured interview. For the systematization of the data, the methodology was used nuclei of signification. It had as a theoretical-methodological bias the Historical-Cultural Psychology, developed by Vygotsky and his collaborators, from the Historical-Dialectical Materialism method. The research was carried out at a kindergarten in the municipality of Campo Grande-MS, with two female teachers who work in separate rooms in the first stage of Basic Education, with children between 4 and 5 years of age. Throughout the addresses of the subjects studied, the results show that the teachers have in their discourse that play is a necessary pedagogical tool for the development and learning of children, and should be present in the pedagogical practice of the teacher. We clearly perceive that both teachers investigated have difficulties in working with the play, due to the lack of materials and training courses offered in a limited way by the public system of the city of Campo Grande-MS.