A presença da atividade lúdica como prática pedagógica do ensino fundamental I

Abstract

This paper has the goal of investigating and analyzing the presence of playfulness-based educational practices in the primary schools (1st to 5th grade) in two schools, private and public establishments, in the city of Aracaju, Sergipe. Such study investigated the methodology applied by teachers of both institutions, trying to identify the use of recreational teaching and traditional playful activities and their level of importance in the tutoring practice, as well as verifying the virtual environment as a playful tool for the children development regarding their cognitive, sensitive, critic and reflexive formation, both in their inner and outer universes. For these purposes, the literature was researched, with emphasis on playfulness in the education process and teacher training. Complementing the work, interviews with educators and field observations were made on both schools. The analysis of the data collected demonstrated the concept educators hold on playfulness-based education, the existing difficulties and facilities when working with such approach, traditional and virtually, and the difference of teaching practices found in public and private schools.