Jogo na educação infantil: uma experiência de estágio

Abstract

This term paper concerns a Supervised Practice II, at the child education level 1, that took place in a public school at Assú-RN municipal education system. It deals with the role game plays as a pedagogical resource in the context of child education. The aim is to investigate how this resource can improve the child’s apprenticeship in this stage of the Basic Education. The over-stated research had a qualitative approach, respecting contributions given by authors like Minayo (1994), Triviños (2006) and others. In addition to the documental and bibliographical analysis as supports to the work objective, the methodology had as procedures the observation and analysis of the experience realized in class-room. A didactical sequence aiming at developing mathematical skills worked numbers from 1 (one) to 10 (ten) inspired in the game of bingo, in three successive lessons, to observe and identify its pedagogical potentialities at the child education context. The experience permitted the conclusion that game is a pedagogical-didactical mechanism relevant to the child development in social, cultural, cognitive, affective and psychical-motor aspects. The teaching practice with the use of this mechanism in Child Education is recommended by the national curriculum benchmarks. In the over-stated experience, the practice of game added to strengthen the teaching strategies and improve learning developments in a ludic and pleasant manner. the enlargement of the knowledge level and the incentive to the pupil’s autonomy encouraged this work. It was observed the importance and the possibilities of the game usage as a pedagogical resource and as a facilitating tool in the teaching-learning processes. In view of these facts, it is suggested the frequent usage of this practice in the child education, under the supervision of the teacher.