O lúdico como dinamizador no processo de ensino-aprendizagem nos anos iniciais do ensino fundamental

Abstract

This study focuses on playfulness as a dynamic factor in the teaching-learning process during the early years of elementary school. The central aim is to contribute, through supervised teaching practices and experience in the Undergraduate Research Program, to minimizing mechanical and decontextualized teaching practices in the third grade of elementary school. Specifically, the objectives were to examine the theoretical contributions found in the literature regarding playfulness as a factor in student development; to investigate the importance of playfulness in the teaching process and to propose interventions that stimulate student learning. The theorists who support our arguments are: Gilles Brougére (2002; 2024), Lev Vygotsky (2021), and Tizuko Kishimoto (2011; 2023; 2024). The research was qualitative in nature, initially consisting of literature reviews and summaries of works on playfulness in the educational setting. The research method employed was action research, and the research techniques used were field notebook records from the internships and participant observation. The data collection instruments consisted of records of observations made during the Supervised Internship and the Undergraduate Research Program. The study was conducted at two public schools in the city of Manaus. The subjects were two third-grade teachers in the early years of elementary school and their respective classes. The collected data were analyzed based on theoretical contributions regarding playfulness and on the experiences lived during the research period. As a result of the interpretations, it was identified that playful activities foster students’ active participation, increasing their curiosity and making the teaching-learning process more meaningful and dynamic. The research aims to contribute to the debate on the topic within undergraduate education programs and in the context of elementary schools, seeking to broaden reflections on the use of play as an enhancer of the educational process for students. It is concluded that play is essential for more meaningful learning that is aligned with students’ needs. Keywords: internship, PAIC, playful activities; teaching and learning; games.