A importância do lúdico no processo de ensino aprendizagem na educação infantil

Abstract

This study resulted from a research entitled: The importance of playfulness in the process of teaching-learning in children's education, which had as general objective, to analyze the importance of playfulness in the process of teaching-learning in children's education, and as Specific objectives, 1-check whether the teachers of the Municipal School of Child Education "Sister Dulce, located in the municipality of new Reparting/PA, use or not playful activities in the course of their pedagogical practices, 2-reaffirm to these Educators the importance of playfulness in the teaching-learning process and, 3-presenting the school-field some suggestions for this practice to be part of its pedagogical activities constantly, with the view that the child learns in a way more Pleasurable. At first, a bibliographical research was carried out, based mainly on the studies of Metz and Valle (2011), as well as, through documents available on the Ministry of Education website, such as: Brazil (1998), Brazil (1999) and Brazil (2003). Shortly thereafter, a field survey was carried out, whereby it was possible to make a survey of information at the aforementioned municipal public school, which had as subjects of investigation, the principal of the school-field and two teachers, Identified in this study as a teacher and teacher B. In order to obtain qualitative data, a structured questionnaire was applied with five subjective questions in the form of an interview with the subjects participating in this case study. The results were analyzed the light of theorists discussing the thematic investigated, being discussed and interpreted from the units of registration of the informants, because it is understood that the knowledge of the everyday on the subject investigated can be used As prior knowledge for the construction of new concepts about it. Thus, the results revealed that the playful activities promote the school environment, a harmony between the pedagogical and child learning, and that the majority of the teachers of the school-field, as far as possible use the playful as a tool in the Teaching-learning process. Thus, it was sought at the end of this work, to suggest that the knowledge acquired through it, were transformed into motivating instruments and facilitators for the occurrence of meaningful learning, through tips and possible solutions For the lack of use of playful activities in the school environment.