Playing in contemporary pedagogy: revisiting play – a study carried out in the 3rd year of elementary education at the integrated unit padre Edimilson de Sousa Freire in the municipality of Buriticupu/MA

Abstract

This work addresses the importance of play as a pedagogical tool in elementary education, especially in the early years, focusing on the 3rd year of elementary school. The study proposes an analysis of positive play practices for the integral development of children, considering cognitive, social and emotional aspects. The main objective was to investigate the relevance of playfulness in the teaching-learning process, highlighting the difficulties and benefits associated with its application in the school curriculum. The research is justified by the need to compensate for teaching methodologies in the initial years, valuing play as an effective pedagogical approach. The methodology adopted was a quantitative-qualitative approach, using action research, with the application of questionnaires and participant observation in the classroom. The research was carried out at the Padre Edmilson de Sousa Freire Integrated Unit, in Buriticupu-MA, with the participation of 19 students and one teacher. The results indicated that recreational activities, when incorporated into the curriculum, increase student performance, favoring the learning of content such as mathematics, in addition to promoting greater socialization and emotional development. However, barriers were also identified, such as the lack of resources and the resistance of some students to participation, factors that need to be overcome to fully implement these practices. It is concluded that playfulness, when well planned, is a powerful tool for improving the quality of teaching and the school experience of students, being fundamental for a more inclusive and integral education.