A educação lúdica nos processos de ensino e aprendizagem de matemática: jogos e brincadeiras na educação infantil

Abstract

In a pedagogical practice, particularly in Mathematics, games can become didactic and pedagogical instruments in the classes of Early Childhood Education classes. In this dissertation, we believe that the introduction of games in Mathematics classes makes teaching more dynamic and pleasant, develops in the child the attention, the imagination, the construction of concepts through their own strategies used during the games, finally, the aspects that are in progress at the time when the child is in Early Childhood Education. In this conception, we present our research problem, created from this reflection: "Is the playful part of the curriculum and the teaching and learning processes in Mathematics classes in Early Childhood Education classes?" Given the above, we have the general objective of analyzing whether the playful is part of the curriculum and the teaching and learning processes in Mathematics classes in Early Childhood Education classes. The methodological path traced to respond to the research problem and the proposed objective was the literature review and field research, involving semi-structured interviews with teachers, and documentary analysis of the Early Childhood Education Curriculum of the municipality of Montes Claros/MG-2023. In this dissertation, we defend that Recreational Education becomes a more systematized and structured educational process within the classrooms of Early Childhood Education. As theoretical contributions of this work, we rely on authors, such as: Gomes (2017), Kishimoto (2006), Mattos (2009), Rizzi and Haydt (2001), Vygotsky (1988) among others, who discuss learning Mathematics through playfulness. As a result, we can say that the use of games contributes significantly to make the teaching of Mathematics more dynamic and pleasurable, promoting the development of attention, imagination and memorization in children. In addition, we affirm that the playful is, in fact, integrated into the curriculum and the teaching and learning processes of Mathematics classes in Early Childhood Education classes. We also identify how the playful is officially addressed in the educational context, providing revelations about the educational policy of the municipality in which the research was carried out. Aiming to achieve a deeper understanding of the subject, we believe that this research is relevant, both for society and the academic community, and with the potential to motivate teachers to reflect on the various ways to promote the teaching and learning of Mathematics in a contextualized way.