O lúdico no processo ensino-aprendizagem na Educação Infantil

Abstract

This article's research object is playfulness in the child's teaching-learning process in Early Childhood Education, bringing a reflection on the methodologies applied with a focus on playfulness as a determining factor in the teaching-learning process that this stage allows to develop. To this end, the general objective is to investigate the possibilities and limits of playfulness in Early Childhood Education for the teaching-learning process. and, as specific objectives, analyze the historical and legal context of playfulness and its contributions to Early Childhood Education; understand how play contributes to the teaching-learning process in Early Childhood Education, according to theses and dissertations published between 2010 and 2020; and analyze the actions of teachers to use games and games in Early Childhood Education, according to theses and dissertations published between 2010 and 2020. The research had a qualitative approach with bibliographical research and the state of knowledge type in theses and dissertations published on the website of the Coordination for the Improvement of Higher Education Personnel – CAPES between 2010 and 2020. The authors who contributed to the foundation of this study were Freire (1996); Barbosa (2006); Piaget (1979); Kishimoto (1994; 2007; 2010; 2011; 2014); Vygotsky (1979; 1998); Maluf (2003; 2004). Furthermore, we are also based on legislation such as the National Education Guidelines and Bases Law – LDB (BRASIL, 1996); the National Curricular Reference for Early Childhood Education – RCNEI (BRASIL, 1998); the National Common Curricular Base – BNCC (BRASIL, 2017); among others. As a result, the importance of play (games and games) for the teaching-learning process in Early Childhood Education can be reaffirmed. It was clear, from the theses and dissertations analyzed, that the participation of teachers in the teaching-learning process of children in Early Childhood Education mediated by playfulness is essential for the process of knowledge construction. Knowing how to use play in the classroom characterizes understanding children's universe, giving meaning to their everyday and learning issues.