Conceptualizing Playfulness for pedagogical work in the classroom
Conceptualizing Playfulness for pedagogical work in the classroom
DOI:
https://doi.org/10.51473/rcmos.v1i1.2025.902Keywords:
Playfulness. Concept. Classroom.Abstract
This article is an excerpt from the Master's Dissertation that addresses "PLAYFULNESS IN TEACHING STUDENTS IN THE FIRST SEGMENT OF EJA ATALAIA DO NORTE - AM". The Brazilian educational system has worked hard to insert playfulness into the school environment as a relevant mechanism for teaching and learning, believing that for satisfactory and meaningful learning, the harmony between pleasure and knowledge is essential, so that students are increasingly motivated to take part in the activities proposed in the classroom. Therefore, the path that we intend to take with the aim of building this work tries to elucidate, in turn, how playful practice contributes to the process of formation of children in the initial grades. Furthermore, we seek to highlight the importance of playful practice as a support mechanism for fruitful teaching and learning, as well as the appropriate way to use it in EJA classes in the initial grades. To discuss this panorama, a theoretical-bibliographical research was carried out using concepts from authors who are experts in the subject in question, with the purpose of understanding in a more careful and efficient way the importance of playfulness for the teaching-learning process.
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Copyright (c) 2025 Graciene Lopes Freire da Costa, Laury Vander Leandro de Souza, Eliuvomar Cruz da Silva (Autor)
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