Conceptions of playfulness: what do teachers present about the theme?

Abstract

This study aimed to understand the conceptions of playfulness of Basic Education teachers, and if these reverberate in their pedagogical practice. It was a qualitative research, carried out in Amargosa-Bahia, with four teachers from the municipal teaching network of the Elementary School of the Initial Years as participants. For the production of data, semi-structured interviews were chosen, carried out individually, using Google meet, in the year 2020. Thus, it was evident that the predominant conceptions of playfulness in the teachers' speech are those focused on games, games and playful artifacts (books, fantasies, puppets), having the character of utility. Although the teachers use diversified elements such as games, games and other artifacts, they are very much configured as pedagogical and instructional resources to teach content.

A Ludicidade No Processo Formativo

“…Ao remetermos o lúdico como dimensão a colocamos numa posição de abstração. Alguns autores (Andrade, 2019;Ferraz & Ferreira, 2019;Cruz, Silva, & Silva, 2019;Ferreira, 2015Ferreira, , 2020Guimarães, & Ferreira, 2020, 2022a, 2022b, 2022cPereira & Jesus, 2020;Silva, Ferreira, & Silva, 2020) remetem a importância do lúdico, do saber lúdico e de uma formação lúdica para uma construção social. O lúdico como uma dimensão do ser se vincula a formação ontológica do sujeito que aprende e ensina e contribui para a atuação profissional docente.…”