A ludicidade na relação ensino-aprendizagem: concepções e práticas dos professores no ensino infantil de São João dos Patos – MA

Abstract

This study aims to analyze teachers’ conceptions about their methodologies and knowledge about play as a pedagogical tool in the early childhood education school of São João dos Patos - MA. The research inserted in this process can help in the perception of the importance of playfulness in the learning process, as it is a natural mechanism for children to interpret the world and create their ideas. Linked to this context, the research sought to reflect the level of knowledge and use of teachers in carrying out playful activities in their classes. The study had a qualitative and descriptive approach, where a field study was carried out with early childhood education teachers from private school, in the city of São João dos Patos - MA. The instruments for obtaining data were a questionnaire and a field diary. The selection and placement of participants were convenient and not probabilistic. The sample consisted of 6 early childhood education teachers, all of whom had completed higher education in the form of a degree and had at least one year of experience in early childhood education. A questionnaire was applied in the form of an interview with open and closed questions and a field diary, carried out at the institution. From the information collected, it was observed how necessary the use of play is both in the classroom and outside working together with the teacher, as it was found that teaching playfully makes learning more meaningful for the student, as it has the important role of helping the child's development in several aspects. Key Words: Teachers. Early Childhood Education. Playfulness