Jogos, brinquedos e brincadeiras: diálogos, concepções e políticas para o ensino fundamental de Ituiutaba-MG

Abstract

This article presents data from a research carried out in the Pedagogy course of the Federal University of Uberlândia (UFU), Campus do Pontal, between the years 2017 and 2018. Based on the studies carried out in the subjects of Games, Toys and Games and the practices experienced during the Supervised Internship, we can affirm that play spaces are increasingly scarce in the contexts of Elementary School, and it is therefore pertinent to carry out more research on the subject. In this study, we approached questions related to playing in Elementary School, analyzing the conceptions of teachers of a municipal school in the city of Ituiutaba-MG, having as theoretical option the Cultural Historical Theory, which has as one of its main representatives, the author Lev Vygotsky. It was decided to deal with this issue, taking into account the fact that through the supervised internships we identified that some institutions develop in the classroom the traditional methodology, which considers the idea that the acquisition of knowledge happens through the repetition of exercises, making knowledge crystallized. Therefore, it is important that the teacher thinks about other possibilities of work. Thus, in this study, we highlight the importance of games and games in the daily school life, in the teaching-learning process. In the study, qualitative research and bibliographic research were used, with a specific focus on the importance of playing in Elementary School. As an instrument for data collection, we used the questionnaire. In general terms, we identify through this research the importance of play in Elementary School, because by playing the children are stimulated and develop the basic skills and abilities for good learning. We hope that somehow this work contributes to the studies in the area and that the play may also be thinking for the children who study in Elementary School, as a possibility of integral development of the subjects.