A ludicidade na perspectiva dos professores de ciências da rede municipal de ensino na cidade de Cruz das Almas - Ba

Abstract

In the school routine, the teacher is faced with several resources, tools and methodologies to assist him in teaching science, and one of these resources is the use of playful activities. Given the importance of this tool and methodology in activities inside and outside the classroom, this work aimed to verify the understanding of teachers from the municipal education network on the theme of playfulness and its use in the classroom. Through a qualitative research, a questionnaire was elaborated and applied to 18 science teachers, from five schools in the municipality of Cruz das Almas, who work in the final years of elementary school. It can be seen that all teachers recognize the importance of using playful activities, as well as the benefits they bring to students, but not all teachers use playful activities in science teaching. It was also found that some teachers sometimes carry out school planning to carry out the ludic activity, implying that they only plan such activities when requested by the coordination or direction. In addition to what was thought for the purpose of this work, it was observed that 61% of teachers who teach science do not have training in the area, and teach the discipline to fill the workload established by the school. The collected data will be demonstrated and discussed in this monograph and the final considerations on the need for teacher training, the development of recreational activities, and the commitment of schools to insert the trained teacher as a science subject teacher, presented in the discussions and conclusion.