Formação lúdica, para quê? as concepções de ludicidade de professoras e o processo de construção da docência

Abstract

The following research had as a goal to understand and analyze the concept(s) of playfulness from teachers in the Early Years of Elementary School and the relationships established with the teaching construction process. This investigation had a qualitative and exploratory nature. The data were produced through semi-structured interviews, carried out individually through Google meet. The research was conceived with four women, teachers of the Initial Years of Elementary School, working in Amargosa's municipal education system, in the state of Bahia. The corpus was analyzed under the content analysistechinique emerging four categories: Memories and Constitutive Trajectories, Conceptions and Beliefs, Pedagogical Practice and Potentially Playful formation. The conception defended by this study, conceives playfulness as human subjectivity, mobilizing in the subjects a state of wholeness and plenitude for this experience. However, during the teachers' narratives, realisedthat, sometimes,they bring playfulness as something related to games, play, artifacts and innovative activities. From the interviews and the dialogue established with the authors, we realisedthat playfulness for those teachers resides in a place that tries to promote the student learning, being used to work the contents in a pedagogical and didactic way. We also realised that playfulness is related to the construction of teaching, as it refers to the constituent memories of childhood and to the construction of identity, which configures itself as influencers of the profession. That way, we understand that playfulness can and should be part of the teachers’ formative process in order to favor them, providing the construction and mobilization of knowledge.