Concepções dos professores sobre o lúdico nos anos iniciais do Ensino Fundamental em uma Escola Municipal de Manaus

Abstract

The purpose of this study is to seek relationships between playful activities in the school context, based on the pedagogical practices developed by teachers, and at the same time to produce new formative interpretative possibilities in the teaching of those who work with children, with significant contributions to the understanding of the playful element as form and content, product and process in the act of teaching and learning. There is a need to highlight playful pedagogical activities in everyday school life in order to expand children's motor repertoire, with play as the driving force, linking learning and children's individual development through social interactions. In many realities, schools intensely value the search for the results of the Basic Education Development Index (IDEB), whether in improving reading and writing, or in the tests formulated by the Municipal and Federal governments, leaving play aside as a category of playful play in the background. The general objective is to find out what didactic situations teachers develop, considering the element of play in the school context, with a focus on planning the strategies, contents and evaluations of the activities worked on and their articulation with the school's PPP. The research question is: Why and how are play activities developed by teachers in the early years of elementary school in a municipal public school in Manaus, based on their conceptions and the school's PPP? In this sense, based on the theoretical assumptions of Brougere (1997), Huizinga (2019), Marcellino (1989), Kishimoto (2021), Vigotski (2021), Freire (2022), among others, they help us to reflect on the ways in which play is treated within the school, in order to resignify its importance in the educational process. As for the methodological procedures, this is a participant survey with bibliographical research, documentary examination and interviews. The collection of information and analysis aims to focus on the teaching relationships experienced in the play activities carried out in the school context and in the school's PPP. Interviews will be conducted with two elementary school teachers, from the 1st and 2nd grades, at a municipal public school in Manaus. The purpose of the individual interviews was to get to know their conception of the use of play in the classroom, and to identify how the activities take place in everyday school life and their articulation with the school's PPP.