Lúdico na educação infantil: a realidade de um CMEI de Teresina - PI

Abstract

Playfulness in Early Childhood Education has been an exciting topic that requires knowledge and in-depth study by educators in general. This study poses the following research problem: what does playfulness offer to children's learning in early childhood education? The general objective is to analyze how teachers use playful activities in their classes and how they contribute to the teaching-learning process and the development of children in a CMEI. To this end, it has the following specific objectives: to identify the playful activities carried out by teachers in early childhood education classes; to understand the conceptions of playfulness adopted by teachers in the light of the theoretical references that underpin their practices at school; to verify the contribution of playfulness in the teaching-learning process and the development of children through the work carried out by teachers. Thus, the research has as its theoretical basis: Pierote (2014), Kishimoto (2017), Oliveira (2003), Rau (2013), Lima (2008) and Luckesi (2023). As a legal basis, the Statute of the Child and Adolescent, the National Curriculum Guidelines for Basic Education and the National Common Curriculum Base. The school targeted by the research is a Cmei in Teresina-PI, located in the southeast of the capital, in the Dirceu neighborhood. For the methodological approach, field research was carried out using a qualitative approach. The data was obtained through observation and guided interviews. The participant category was made up of two nursery school teachers. The research highlighted the importance of play in education, proving that pedagogical practices based on games and play promote meaningful learning, cognitive, social and affective development, while the traditional approach results in disinterest and low school performance.