A Brincadeira No Contexto Escolar: Um Recurso De Socialização

Games and play in elementary school in the municipal network of Belo Horizonte

“…Fortunately, the research shows that all teachers more effectively allow their students to bring games and encourage the games they lead in class and no teacher failed to allow games and play to be an integral part of their classes, so the In his studies Piccioni (2007) emphasizes the importance of understanding and understanding the child as a whole, especially in their culture, knowledge and knowledge, thus allowing them to explore and discover through games and play , therefore, it is essential to think about time and in the space of recreational activities as a moment for the child to transform, explore and expand knowledge about the world around him. For the author, it was clear in his observations and corroborated with several authors that children do not arrive at the school environment destitute of experiences with games, but on the contrary, they have in their essence the game as an inexhaustible source of pleasure and contentment, therefore, the child can also pass on their knowledge and experiences to their mentor, thus making it possible to increase the collection of games and play (ALVES et al, 2015).…”

“…Physical Education classes with a focus on games awaken children to new sources of interest, development of creativity and especially for a more effective learning, therefore, traditional games and play can be seen as a strong pedagogical resource for contemporary classes ( RODRIGUES; SANTANA; SANTOS, 2016). Ribas (2012) also corroborates that nowadays the world is fully inserted in globalization and high technology in the most diverse segments of society and in the education of children is no different, all this technology ends up leading children to individualism, that is, it totally opposes to collectivism, diminish the ability to develop /www.nucleodoconhecimento.com.brRC: 113936Available in: link: https://www.nucleodoconhecimento.com.br/education/games-and-play group activities, to create, to adapt, to imagine and to experience all forms of playing, interacting and being happy.For Neves (2012) traditional games and play have undergone numerous changes in their format and application, the changes have occurred due to several factors, among them the shrinking of spaces that were intended for the practice of activities, many of them were decreased due to the growth of violence that occurred in large metropolitan centers, another reason that was predominant for the reduction of leisure, recreation and development of games and play that was also mentioned by other authors such as: Ribas (2012), Rodrigues; Santana and Santos (2016), Teixeira (2014),Brescovit and Utzig (2016),Brustolin (2012) andAlves et al (2015), to the spread of the electronic children's games and toys industry, which in turn are increasingly flashy, engaging and seductive, leading children to surrender to their charms and possibilities Fardin (2015). also questioned teachers in his research on toys and old games and found in his investigation about the use of toys and games as a form of pedagogical development, and arrived at the following data: 83% of teachers effectively use toys and old games as a form of pedagogical development in their classes and 17% of the teachers stated that they do not use such activities for the purpose of pedagogical development in their class activities.…”

“…Games and play brought by students to classSource: Prepared by the author (2021). /www.nucleodoconhecimento.com.brRC: 113936Available in: link: https://www.nucleodoconhecimento.com.br/education/games-and-playAlves et al (2015) also discusses the role of the educator in early childhood education and encourages and encourages all teachers to be more dedicated, committed, involved, creative, motivated and enthusiastic about their occupation and mission within education, talks again about the importance of understanding, knowing, perceiving and interpreting each student, that is, it is extremely important that the teacher manages to assimilate the play of his students, because through this analysis and observation he can also learn, because the educator in the classroom can break down the function of teaching and learning.…”

Gioco e giochi nelle scuole elementari nella rete comunale di Belo Horizonte

“…Secondo il grafico 11 sottostante, si può notare che il 53% degli insegnanti a volte permette ai propri studenti di portare giochi e presentare i propri giochi durante la Per l'autore era chiaro nelle sue osservazioni e corroborato con diversi autori che i bambini non arrivano all'ambiente scolastico sprovvisti di esperienze con i giochi, ma hanno nella loro essenza il gioco come fonte inesauribile di piacere e appagamento , quindi, il bambino può anche trasmettere le proprie conoscenze ed esperienze al proprio mentore, consentendo così di aumentare la collezione di gioco e giochi (ALVES et al, 2015).…”

Jogos e brincadeiras no ensino fundamental da rede municipal de Belo Horizonte

“…Alves et al (2015) ainda discorre em sua reflexão acerca do papel do educador no ensino infantil e incentiva e encoraja a todos os professores a serem mais dedicados, empenhados, envolvidos, criativos, motivados e entusiasmados com sua ocupação e missão dentro da educação, disserta novamente sobre a importância de entender, conhecer, perceber e interpretar cada aluno, ou seja, é de extrema importância que o professor consiga assimilar o brincar de seus alunos, pois através dessa análise e poderá também aprender, pois o educador em sala pode desmembrar a função de ensinar e de aprender.…”