Relational aspects coordinator and teacher: Playfulness as an approach in continuing education

Abstract

Playfulness has been a theme that has been strongly discussed in Brazil for 12 years, although the first records were found in the Greek and Roman peoples (fifth and sixth centuries B.C.), associated with the term game, and in the fifteenth and sixteenth centuries A.D., with an emphasis on the child. Important studies address playfulness, but it is in Luckesi (1998, 2004, 2018) and Andrade (2013) that the understanding of playfulness rests to reflect the place of playfulness in the performance of the function and in the formation of the pedagogical co-ordinator, in facing the difficulties to develop his work. In the conception of these authors, playfulness is a state of mind that expresses a feeling of surrender, wholeness, full experience, a founding aspect in the relationships between teacher and coordinator. This study made it possible to understand that the ludic training for the coordinator, especially because it is a dialogical and dialectical training, is crucial to interconnect sensitivity and knowledge in the school environment.