Jogos e brincadeiras como prática pedagógica nos anos iniciais do ensino fundamental: o que dizem as pesquisas

Abstract

The present work aims to investigate, map, analyze and understand what the scientific productions in the CAPES repository, say about games and plays as a pedagogical practice in the Early Years of Elementary School I, from 2012 to 2022. In the transition from Kindergarten to the Early Years, there is a clear lack of play and games, from moments of free play in the school routine. Unfortunately, there is still a reality in this age group in which children no longer have the right to play and which is linked to the disciplining of bodies and attention focused directly on content and traditional forms of teaching and learning. The research was developed in a qualitative approach, with a bibliographical nature, in order to investigate what the scientific productions bring about the subject. For this, an interpretive analysis method was used, bringing together what is specific to the Early Years and school pedagogy. Based on research found in the CAPES Repository was performed an organization of productions and a thorough reading were built analysis categories. It was possible to verify that games and plays have a rich potential in the scope of teaching and learning in the Early Years, in which students are still children, in which they find in games and plays possibilities for a differentiated, pleasurable learning and closer to their condition of being a child, always remembering that every child is a being with rights, that they have their knowledge and their culture, and that this is not reduced only in Kindergarten, but should continue in the Early Years of Elementary School.