Ludicidade na Educação Infantil: uma experiência na zona urbana e rural do município de São Fernando/RN

• Autor(a) principal: Queiroz, Edilene Faustina Medeiros de
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/37850
• topic: Educação Infantil; Child Education; Ludicidade; Ludicity; Prática Pedagógica; Pedagogical Practice

The present monographic study, entitled "LUDICITY IN CHILDREN EDUCATION: AN EXPERIENCE IN THE URBAN AND RURAL ZONE OF THE MUNICIPALITY OF SÃO FERNANDO / RN", is a descriptive field research with a qualitative approach, developed through the application of questionnaires to all teachers who work in the Children's Education in the mentioned municipality, as also of an observation script about the teaching practice. The objective was to identify the Ludicity conception of the teachers of the Early Childhood Education of the municipality of São Fernando/RN, analyzing their pedagogical practices. Specifically, we aimed to: Investigate how the ludicity is thought and made feasible in the pedagogical practices of Early Childhood Education in the municipality; Identify which methodological resources are available and which are used in urban and rural areas; And finally to diagnose how the pedagogical conception of ludicity favors the development of children's learning in practice. The authors used to the theoretical reference were: Kishimoto (1988, 1994, 2010, 2011), Vigotsky (2007, 1998), Piaget (1975, 1993), Rau (2013), among others. The results of the research show that the conceptions of Ludicity of each teacher are related to the conception of Ludicity already discussed in the theoretical reference. Most of the conceptions presented are geared towards playing, using the game and the toy associated to the pleasure and to the fun. Finally, it was realized that Ludicidade can be practiced in the classroom, even with the absence of some material resources, because it is up to the teachers to plan their classes according to the students' previous knowledge and the reality in which each one is inserted.