TRADITIONAL GAMES AS AN EDUCATIONAL PRACTICE IN ELEMENTARY SCHOOL IN SANTA TEREZA DO OESTE – PR
DOI:
https://doi.org/10.56238/arev7n12-325Keywords:
Playful Culture, School Socialization, Teaching and LearningAbstract
Traditional games are important tools for the integral development of children, encompassing cognitive, social, emotional, and physical dimensions. This study aimed to analyze the perceptions of Elementary School teachers regarding the relevance of these practices in the municipality of Santa Tereza do Oeste, Paraná, Brazil. The research involved 45 teachers, and data were collected through structured questionnaires and semi-structured interviews. The results indicate that most teachers recognize the benefits of traditional games, highlighting their contributions to students’ behavior, socialization, collaborative learning, and motor development. However, challenges to their implementation in the school context were identified, including limited time for pedagogical planning, scarcity of material resources, lack of interest from some students, and insufficient institutional support. Despite these difficulties, the analysis shows that teachers value the integration of traditional games into the educational process, recognizing them as a meaningful pedagogical strategy for promoting students’ integral development.
Downloads
References
BRASIL. Base Nacional Comum Curricular. Brasília: Ministério da Educação, 2017.
CUNHA, M. B. Brinquedos, brincadeiras e cultura lúdica. São Paulo: Cortez, 2019.
FLEER, M. Early learning and development: cultural-historical concepts in play. Cambridge: Cambridge University Press, 2010. DOI: https://doi.org/10.1017/CBO9780511844836
FROST, J. L.; WORTHAM, S. C.; REIFEL, S. Play and child development. 4. ed. Boston: Pearson, 2012.
GOMES, R. C. Jogos, tecnologias e aprendizagem significativa na escola. São Paulo: Editora Moderna, 2020.
IMBERNÓN, F. Formação docente e profissional: formar-se para a mudança e a incerteza. 7. ed. São Paulo: Cortez, 2011.
KISHIMOTO, T. M. O brincar e suas teorias. São Paulo: Cengage Learning, 2010.
MARCON, D. Brincar e aprender na escola. Curitiba: CRV, 2011.
PELLEGRINI, A. D. The role of play in human development. New York: Oxford University Press, 2009. DOI: https://doi.org/10.1093/acprof:oso/9780195367324.001.0001
PIAGET, J. A formação do símbolo na criança: imitação, jogo e sonho, imagem e representação. Rio de Janeiro: Zahar, 1972.
SILVA, A. R.; PEREIRA, L. M. Práticas lúdicas e desafios no contexto escolar. Revista Educação & Sociedade, Campinas, v. 41, n. 151, p. 1–15, 2020.
SOUZA, M. A.; OLIVEIRA, R. L. O lúdico como estratégia pedagógica no Ensino Fundamental. Revista Brasileira de Educação, Rio de Janeiro, v. 23, n. 72, p. 1–18, 2018.
VYGOTSKY, L. S. A formação social da mente. São Paulo: Martins Fontes, 1978.
WOOD, E. Play, learning and the early childhood curriculum. 3. ed. London: Sage, 2014.
