O lúdico nas séries iniciais: aprender brincando, brincar aprendendo

Abstract

This work analyze the use of the playful as a facilitator of learning and the child's social development. We also seek to discuss theoretical concepts of playfulness and also a brief distinction between the game, the toy and play. For this, we use texts of authors as Kishimoto (2001), Almeida (2003), Vygotsky (1984) Brougère (2002), Brazil (1999) and (1998). Show conduct a field survey at the Municipal School Egídio Fernandes de Souza in the city of Serrinha dos Pintos, countryside, with the purpose of identifying whether the playful has been worked in the institution and how it is used. It cites the importance of playfulness for more successful learning. The research is bibliographical and of quantitative qualitative nature. For the research, an interview was conducted with two teachers of the institution. We observe the responses of the teachers some difficulty both to answer the questions. However, one of the teachers proved to be much more aware of the importance of playfulness to student learning, while the other provided comments and troubling responses that can compromise the development of children. Thus, we conclude that often the playful is still used in the classroom as a mere distraction, without a plan directed learning, even one of the most studied elements in the context of pedagogy.