A importância do lúdico na educação infantil: percepções e potencialidades para as ações pedagógicas
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Arquivos
Data
2023-06-21
Tipo de documento
Artigo Científico
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Mendes, Nicole Campos
Orientador
Matos, Philipe Guedes
Coorientador
Resumo
O objetivo deste trabalho é analisar a percepção de professoras da educação infantil sobre a relação da dimensão lúdica nas ações pedagógicas com as crianças. O trabalho foi realizado no CMEI Maria Lopes da Silva (Dona Pequena), localizado na rua Pedro Gonçalves, número 336, Vila Santo Antônio, Santa Catarina- SC, na percepção das professoras que atuam na Instituição. Foi utilizada uma pesquisa de campo de caráter exploratório, qualitativo, documental, bibliográfica, tendo como instrumento de coleta de dados a elaboração de um questionário, com questões abertas, aplicada as professoras do CMEI e à gestora. Os professores foram contundentes ao apresentar as ações vivenciadas no decorrer de sua prática pedagógica, embora apresentando pequenas contradições entre a teoria e a prática, quando da utilização de jogos e brincadeiras e o processo de aprendizagem e desenvolvimento em alguns momentos e de maneira limitada. Na Educação Infantil, a ludicidade é sugerida em muitas propostas pedagógicas, como instrumento para o ensino de conteúdos, porém quando os jogos e brincadeiras são utilizados ou compreendidos como recursos pedagógicos, passam a assumir um caráter instrumental, perdendo o sentido de brincadeira, servindo somente como sistematização de conhecimento, ou seja, passam a ser usados para atingir resultados preestabelecidos. Portanto, vale ressaltar que as percepções das educadoras sobre o lúdico na educação infantil e as potencialidades para as ações pedagógicas devem atentar para o fato de que as crianças dão preferência ao lúdico essencial, pois brincando elas terão oportunidades de desenvolver habilidades psicomotoras, afetividade e concentração explorados de vários aspectos nos jogos, nas atividades lúdicas e nas brincadeiras.
The objective of this assignment is to analyze the perception of early childhood education teachers about the relationship between the ludic dimension in pedagogical actions with children. The job was carried out at CMEI Maria Lopes da Silva (Dona Pequena), located at Rua Pedro Gonçalves, number 336, Vila Santo Antônio, Santa Catarina-SC, at the perception of the teachers who assist in the Institution. An exploratory, qualitative field research was utilized, a documental, bibliographical, having as data collecting instrument the elaboration of a questionnaire, with open questions, applied to the CMEI teachers and manager. The teachers were straight forward when presenting the actions experienced during their pedagogical practice, although showing small contradictions between theory and practice, when using games and playing in the learning and development process. In Early Childhood Education, lucidity is suggested in many pedagogical proposals, as an instrument for teaching content, but when games and playing are used or understood as pedagogical resources, they start to assume an instrumental disposition, losing the meaning of play, serving only as systematization of knowledge, that is, they begin to be used to achieve pre-established results. Therefore, it is worth emphasizing that the perceptions of educators about ludic activities in early childhood education and the potentialities for pedagogical actions should pay attention to the fact that children prefer essential ludic activities, as they will have opportunities to develop psychomotor skills, affection and concentration by playing. Explored from various aspects in games, ludic activities and playing.
The objective of this assignment is to analyze the perception of early childhood education teachers about the relationship between the ludic dimension in pedagogical actions with children. The job was carried out at CMEI Maria Lopes da Silva (Dona Pequena), located at Rua Pedro Gonçalves, number 336, Vila Santo Antônio, Santa Catarina-SC, at the perception of the teachers who assist in the Institution. An exploratory, qualitative field research was utilized, a documental, bibliographical, having as data collecting instrument the elaboration of a questionnaire, with open questions, applied to the CMEI teachers and manager. The teachers were straight forward when presenting the actions experienced during their pedagogical practice, although showing small contradictions between theory and practice, when using games and playing in the learning and development process. In Early Childhood Education, lucidity is suggested in many pedagogical proposals, as an instrument for teaching content, but when games and playing are used or understood as pedagogical resources, they start to assume an instrumental disposition, losing the meaning of play, serving only as systematization of knowledge, that is, they begin to be used to achieve pre-established results. Therefore, it is worth emphasizing that the perceptions of educators about ludic activities in early childhood education and the potentialities for pedagogical actions should pay attention to the fact that children prefer essential ludic activities, as they will have opportunities to develop psychomotor skills, affection and concentration by playing. Explored from various aspects in games, ludic activities and playing.
Palavras-chave
Educação infantil, Lúdico, Prática pedagógica