A percepção dos professores de educação infantil em relação à contribuição da ludicidade no processo de ensino-aprendizagem

Abstract

This academic work is subject playfulness in kindergarten, highlighting the educational reality of a school municipal schools in the city of Serafina Corrêa, RS, in the perception of teachers working in kindergarten. We used an exploratory field research, qualitative as well as a literature search, with the data collection instrument to draw up a questionnaire with open questions, that the professors of the School Children's Little Piece of Heaven, Serafina Corrêa , RS. It was the use of play techniques during the teaching practice. However, it is worth mentioning that teachers showed contradictions between thought (theory) and actions experienced in the course of their practice, leaving the games and play (recreational) from outside the teaching-learning process, using them in just a few times and in a limited way. The playfulness is suggested in many educational proposals of early childhood education as a tool for teaching content. But when the games and the games are understood only as teaching resources, play an instrumental character, because they lose the sense of play and serve only for the systematization of knowledge, that is, are used to achieve predetermined results. Importantly, that educators need to be aware of the fact that children easily give preference to essential playful. A child playing, will have opportunities to develop essential skills such as affection, concentration and even psychomotor skills, which will be explored different special aspects, namely in games, in recreational activities and in the games.