The Contribution of playfulness in childhood education

Abstract

This research sought to understand how teachers appropriate knowledge about playfulness and how they are instrumental in pedagogical practice. As a methodological procedure, we used a qualitative research, of theoretical and practical character, with the following steps: selection, reading of articles and works on playfulness; data collection through the application of a research instrument (questionnaire) in 30 (thirty) teachers working in Childhood Education Centers in the city of Maringá-PR, and later we performed the data analysis of the researched subjects. As a result, we found that it was possible to deepen the studies on the meaning of playfulness and verify its relevance in pedagogical practice in the school context and allows for greater interaction and socialization of students, from the perspective of the child educator.