Escolar Documentos
Profissional Documentos
Cultura Documentos
RESUMO
ABSTRACT
The research itself deals with the topic of playfulness, play and games and its
importance in the middle of kindergarten as in elementary education I and II. The
theme allowed me to guide several recreational areas present in early childhood
education and elementary education. I have sought to research theoretically and
practiced for a few times, such as the motor, affective and cognitive development of
the child, and to marry more easily when playfulness accompanies their teaching. We
can cite several ideas that may be the cause of a problem so that playful teaching
does not flourish or is not used in schools constantly. A negative idea is that play
classes, often do not manage to dynamically expose the proposed theme or be
absorbed with higher quality by the students. Another idea is that some professionals
are too accommodated to try to govern a new methodology using new ideas such as
games and games in their classes. Perhaps, too, the fear of trying and not
succeeding, or of not mastering such subject with what was proposed through
recreational play. The problems of the situation impel us to seek creative and true
solutions so that we can work in a pleasurable, dynamic, playful and extremely
important way so that the students absorb everything that must be passed in and out
of the classroom. The ludic classes aim to take the students from a passive
classroom transforming this class into something more dynamic and of interaction
with the neighbor and with the environment in which it is inserted. Within the ludic
classes we highlight the time of action and reaction, the motor coordination, the
quality and affective amount of play and involvement and the importance of the
movement to build knowledge. Classes become more interesting and participatory
when recreational activities go beyond the inertia of the digital age and the internet.
O aluno deve ser visto como pedra ser lapidada desde suas origens
escolares, desde seu primeiro contato com a escola ou um ambiente de
aprendizagem similar. De forma a atingir a maior veracidade possível no processo
de conhecimento da problemática, o trabalho com brincadeiras examinará situações
referentes ao objeto estudado que no caso desta analise trata-se da ludicidade
tomada como arte do brincar nas escolas em seu meio de ensino, respeitando assim
suas particularidades e promovendo um saber com mais amplitude, dinâmico e
coeso com as disciplinas propostas, interagindo estas com o meio lúdico do
educando.
MACEDO, Lino de. Quatro cores, senha e dominó: Oficinas de jogos em uma
perspectiva construtivista e psicopedagogica. 2ª Edição. São Paulo: Casa do
psicólogo,1997.
CARVALHO, Denise Maria de; CARVALHO, Tânia Câmara Araújo de. Educação
Infantil: História, Contemporaneidade e Formação de Professores.2003.
Disponívelem<http//sbhe.org.br/novo/congressos/cbhe2/pdfs/Tema3/3117.pdf>
Acesso em: 10 agosto. 2015.
KRAMER, S. (org.). Com a Pré- Escola nas Mãos: Uma alternativa curricular para
a Educação Infantil. 6. Ed. São Paulo: Editora Ática, 1993.