O lúdico como recurso para as aulas de ciências na educação infantil.

Abstract

This monograph addresses the importance of playfulness in teaching science in early childhood education. The main objective was to analyze the role of playfulness and the use of playful resources as didactic strategies for teaching science in the early years of basic education in two schools in Recife - PE, one private and one public. The field research involved interviews and questionnaires with two teachers, as well as analysis of their lesson plans and observation of six lessons. Data analysis was inspired by Bardin's (1977) content analysis methodology, which allowed us to see that both teachers understand and value playfulness as a way of engaging students, promoting interaction and facilitating understanding of scientific content. The research highlighted the importance of approaches using playful methodologies, resources and materials to stimulate learning. Despite the differences between the schools, the teachers demonstrated their ability to adapt and create play materials, even in the face of challenges such as the lack of adequate resources signaled in public schools. Thus, this study achieved its objectives, highlighting the essential importance of playfulness in teaching science in early childhood education.