LUDICIDADE NO ENSINO-APRENDIZAGEM NA EDUCAÇÃO INFANTIL NA ATUALIDADE: NARRATIVAS DOCENTES

It is of great value to understand the implications that play has for children's learning, when used as a pedagogical tool. For this to happen, it is necessary to consider the historical-cultural dimension of the individual. The article is based on the following problem question: How do Early Childhood Education professionals recognize play as an important tool for children's teaching and learning today? Its objective is to analyze how play is currently recognized by Early Childhood Education professionals, with regard to the use of games and play in the delivery of lessons, serving as an auxiliary instrument in this teaching-learning process. This is a qualitative narrative study, using the biographical method, prioritizing the real situations in which these education professionals are inserted. Three teachers who work in Early Childhood Education and are part of the institution's daily routine took part in the study to produce the data. The results show how important playfulness is for teaching and for children's development, and how essential it is to have teachers who are committed to making the routine more dynamic and enjoyable. Playfulness contributes to the practice of teachers, as it works on the human being in an integral way, helping to build skills that will serve for life.