A ludicidade trabalhada por professores de ciências no ensino fundamental

Abstract

The present study aims to understand the role of playfulness in the teaching-learning process of science in a municipal school in the city of Passira-PE. To handle this study, we have established the following objectives: to analyze the science teachers' conceptions about playfulness and their relationship with their teaching practice; to identify the playful strategies used in science classes through observations in the context of the classroom; to analyze the playful elements proposed in the science teachers' lesson plans and investigate the evidence of ludic learning in the practices observed. As methodological procedure we opted for a qualitative approach using interactive methodology through a case study, interviews using the technique of Hermeneutic-Dialectical Circle, observations of science classes and document analysis (lesson planning). Our sample was composed of five teachers from elementary school of that school. Our theoretical framework is centered on the theme playfulness in the teaching-learning process of the curricular components of science in the early years of elementary school. The results showed that, in general, there is consistency between the saying and doing of teaching in a way that shows teachers value the use of the ludic as a good instrument to help the process of teaching and learning of science, indicating playfulness not only as a helper in the process, but also as something that enables human development in various dimensions. Through our observations, we could see the use of some interesting playful strategies in the context of the early years, showing an entertaining learning of science. However, some lessons planning proved to be somewhat inconsistent due to the lack of information about the recreational activities to be developed by our research subjects. As a conclusion, we present some suggestions that might possibly facilitate future studies, which aim deeper understanding of the discussions that permeate this study.