A ludicidade na educação infantil e nos anos iniciais do ensino Fundamental uma análise da Base Nacional Comum Curricular

Abstract

Playfulness is a broad term encompassing games and playing, not only a recreational activity but also a tool for teaching and learning. Focusing on the early stages of schooling, how has playfulness been considered in the Common National Curriculum in the areas of Early Childhood Education and Elementary I? Therefore, our research has as its leading aim to analyze playfulness and its particularities in the Common National Curricular, in the stages of Early Childhood Education, and in the initial years of Elementary School. Our work is quali-quantitative, in which two approaches are used, the first analyses the object of study and the second makes use of graphs. The research is structured in three parts: 1- contextualization of the history of playfulness in early childhood education and elementary school in the Brazilian educational scenario, 2- the significance of playfulness for the child development and learning, based on the concepts of Piaget, Wallon, Vygotsky and Froebel, 3- graphical analysis of playfulness in the Common National Curriculum. In the final considerations, our study pointed to the differences and similarities that the official document brings to the two stages, demonstrating the importance of working with playfulness in the school environment and the benefits of this activity to the cognitive and emotional development of the child and student.