As brincadeiras como ferramenta de ensino da educação física nas séries iniciais: um estudo de caso

Abstract

When we ask teachers whether Physical Education brings benefits for children from the first to fifth year, certainly the answers will be yes. But when we ask what forms and how they are certainly the same will have difficulties to respond, is many teachers work in certain ways without knowing for sure what and why they do. Teachers are often guided by common sense which certainly brings great harm to Education and Society. Thus, the objective of this qualitative research is to show the important role of playfulness, that is, of the games, in the physical education classes in the initial grades, because it uses the greatest didactic resource that has: The body in its various dimensions. The research was carried out through weekly classes, of 45 minutes, with observations inside and outside the classroom, with reference to a questionnaire applied to teachers. It was observed that playfulness functions as an intervener and facilitator of learning in the school space. The playful auxiliary in the children's socialization with the others, and the teacher must be attentive to all kinds of changes in the students so that he can follow them in an active way, adapting their classes according to their needs. It was verified that not always a school values this non-daily phenomenon of its educational practices. It was found that teachers have as a definition of play, play and play and that playfulness is playing with something concrete. The majority of teachers surveyed, whenever possible, use play as an instrument of learning in their pedagogical practice, with the use of games, the development of games, concrete materials, among others