Ludicidade e concepções de professoras de educação infantil de uma escola de Tocantinópolis – TO

Abstract

This course completion work focuses on playfulness in Early Childhood Education and the conceptions of school teachers about playfulness in the context of remote teaching and in-person return. Playfulness can be a pedagogical resource explored within teachers’ planning. Early Childhood Education is considered one of the most important stages in the formation of children, being the first contact with the school experience, in a new environment, outside the family context. This educational modality should contribute to promoting child development in an integral way, teaching children to deal with differences, fears, challenges, personality development, autonomy, discoveries in various areas of knowledge. With this, our work sought to understand the conceptions of two teachers who worked in the Kindergarten I and II class of Early Childhood Education at a municipal public school about playfulness in this type of teaching, during remote teaching and the resumption of in-person classes. Thus, we start from understanding the contribution of the playfulness of games and games to the development of children's learning, to then analyze how teachers at the studied school adapted to remote teaching and how the in-person return occurred with regard to working with playfulness. In this sense, we carried out bibliographical research on playfulness in Early Childhood Education and collected data, through participant observation and interviews with two educators, where we were able to learn about the teachers' conceptions about playful activities in Early Childhood Education. It was found that play has been worked on by educators, bringing positive results, used as a tool in the search for overcoming learning difficulties, favoring the literacy process of school children. Furthermore, the teachers identified the lack of adequate space at school to develop games and games and reported that they faced several challenges after resuming face-to-face teaching, as students had to readapt to school, many had difficulties in the learning process. learning.