A INCLUSÃO DOS JOGOS E BRINCADEIRAS NO ENSINO: DESAFIOS E POSSIBILIDADES PARA OS DOCENTES

Abstract

This study aims to investigate the possibilities and teaching challenges in the application of games and play in the teaching-learning process in elementary school and high school. This proposal is justified because it considers the use of playful methodologies to be an important tool for acquiring applicable knowledge in situations related to social life and in the educational context. For that, as a methodological path, it was chosen a bibliographical research based on Lima and Mioto (2007), Gil (2008), developed based on theoretical reflections of books and scientific articles, and because it is a research of the social sciences area, it was used the qualitative-interpretivist method for analysis, prioritizing the inductive reasoning explaining the facts from observation, comparison and generalization Severino (2013). As a theoretical basis were used the studies of Almeida (1995; 2000), Mariotti (2004), Santos (1997; 2000), Pereira (2000), Negreiros; Aquino; Sousa (2014), among others. Regarding the results, games and play are seen as a non-trivial method that ensures cognitive and social development, while there is an urgent need for discussion about the challenges faced by teachers in introducing playful activities as a learning instrument in the classroom. Therefore, it is hoped that the development of this work will collaborate with the studies on ludic teaching and contribute to the quality of teaching-learning.