O papel da ludicidade na educação infantil: a aprendizagem através do ato brincar

Abstract

The study presents the role of playfulness in Early Childhood Education, with emphasis on the act of playing as a pedagogical resource for the full formation of the child. The general objective was to investigate how playfulness, inserted in the didactic sequences elaborated by the teachers of Early Childhood Education of the municipal network of Picos-PI, contributes to the learning and integral development of children. To this end, a basic research was carried out, with a qualitative, descriptive and field approach. The work was based on some authors such as Kishimoto (2005), Bardin (1977), Gil (2002; 2008), Lüdke and André (1986), Targa et al. (2023) and Sousa (2023). The data were collected through semi-structured interviews and participant observation in two schools in the city of Picos-PI, being analyzed following the content analysis technique. The results showed that playfulness contributes significantly to the cognitive, emotional, social and motor development of children, in addition to strengthening creativity, autonomy and the bond with school. It was found that playing promotes meaningful learning, arouses interest in reading, stimulates curiosity and favors interaction. It was also found that teacher planning and continuing education are determining factors to enhance the use of the playful in the classroom. It is concluded that playfulness is an indispensable pedagogical practice in Early Childhood Education, by transforming the act of playing into an effective strategy in the teaching-learning process.