Jogos e brincadeiras, práticas lúdicas na educação física escolar com professores do ensino fundamental

Abstract

Ludicity is suggested in many pedagogical proposals for a dynamic education, as an instrument to facilitate the teaching of contents. Thus, games and game can be seen as a possibility of freedom of expression and access to rules and norms, as well as developing the imagination of children. The present article reflects on the role of games and games and analyzes the teachers' view on the value of playfulness as a pedagogical facilitator for School Physical Education classes. This is a bibliographical and field research, exploratory, with a qualitative approach. Data were collected through questionnaires and interviews applied to Teachers of the 5th year of Elementary School of Municipal Schools. Theoretical background included studies by Antunes (1999), Freire (1996), and Maluf (2012), among others, who believe that playfulness generates a cognitive flexibility that allows students to respond to everyday events in a more conscious and informed way. The study showed that teachers understand the importance of playful practice for teaching-learning, however, there is also the recognition that these activities do not always count on the participation / full involvement of all students. Although the interviewed teachers confirm playfulness as a promoter and facilitator of the teaching-learning process, it is considered that there is a need for continuous teacher training on the object of study. The playfulness directly interferes with teaching practice and from it can be a new vision about the teaching-learning process and offer more pedagogical tools to possible resistances of students