O lúdico e sua importância da educação infantil

Abstract

Numerous studies on the ludic point to its valuable contribution to the process of construction of the subject not only in the sphere of law, but also in the social, intellectual, physical, affective and so on. Therefore, the work built here sought to present the importance of playfulness in the context of Early Childhood Education through games, games and toys, with the general objective of investigating how playfulness is worked in two classes of the II period of Early Childhood Education, shift morning, in a CEI in the Municipality of Parintins-AM. For that, we had as specific objectives to analyze the Pedagogical Political Project (PPP) in order to verify if the ludic is part of the pedagogical proposal of the Institution; to also find out, together with the participating teachers, what their conceptions about the ludic in Early Childhood Education; and verify which recreational activities are offered in the classroom. The study was characterized by a bibliographical, documentary and field research, of an interpretative qualitative nature and as data collection techniques we used the questionnaire and non-participant observation. The documental research was carried out from the analysis of the Political Pedagogical Project of the CEI and the field research was carried out in two stages: application of a questionnaire to two teachers of the second period of the morning shift and non-participant observation. It was found that the rooms observed are extremely small, with low intensity of natural lighting, without an adequate external area for any type of play that requires basic movements on the part of children such as running, jumping, rolling, jumping, etc., which is done, sporadically, in the side corridors, in front of the classrooms. The most used games/plays were assembling, jigsaw puzzle and bag racing and storytelling, respectively. The teachers' answers indicated that they have great knowledge of the importance of playfulness for Early Childhood Education, however, the observed practice was not consistent with what was demonstrated of knowledge on the subject.