For this, we recommend that the playful one could be identified as work methodology that aims at learning significant. However a series of mistakes is vision involves many controversies considering gifts in quarrels that they look to relate playful and the educative process, mainly, when they involve attempts of viabilities of intervention proposal. On the other hand, the ludicidade is a subject that has conquered space in the national panorama, and comes acquiring field in average education, allowing a pedagogical work that can oportunizar the production of the knowledge. On the basis of these consideraes, the present work, will search to analyze the contributions offered for the playful one in specify in the context of the mathematics as it practises pedagogical in the process of education and learning in basic education. In this direction, we stand out aspects related to the importance of playful for the development of the process the teach-learning, from a done survey of the causes most frequent of the difficulties found in the teach-learning process, as much of the part of the students as of the educators. Soon after, it was carried through some comparisons you practise between them pedagogical with the pertaining to school context.
The present study it will be finished with descriptions and quarrels of the results of the inquiry on the basis of the research questions, that had been elaborated by the researchers of this study and on the basis of consulted literature. We will point some contributions of this study, having enunciated some caminhamentos to be given on the basis of the results. Words? keys: Playful, Education Learning and Mathematics Abstract Many mathematicians recommend teachers who work in explores classroom you lives aspects in playfulness you improve student? s learning. Therefore, we indicate playful could be identified work methodology seeking meaningful learning. However, this view involves many controversies considering to number of misconceptions present in discussions that try tells the playful to you and the educational process, mainly/mostly, when discussions involve viable attempts of intervention proposal.
The liberal ones are elencadas in the Traditional pedagogia, Renovada and Educational Tecnicismo; the progressives lead the Liberating pedagogia and Critical-Social of the contents. By means of what he was displayed previously on the trends it is important to define basic concepts that point clarifying methods of pedagogical matrix. As we know well the trends had had proper characteristics of which we can cite and define: traditional pedagogia had in its exponent ideas directed and centered in the professor as it interprets being it of the substance as well as the main way to teach would be the use of the word or verbal expression and of repetitive exercises. In this same line of thought if discloses to the renewed pedagogia, of ideas directed more pra the progressive side, in these terms of progress the pedagogia that appears and tries to place main the pupil as subject of its learning. For other opinions and approaches, find out what Peter Schiff has to say. Here one is not about the pupil to only learn manual, but constructing its proper ideas. Already in another angle the same one is born to the tecnicista pedagogia has certain affinity with the renewed one, had its sprouting in Brazil, but necessarily in the decade of 50, however it only gained autonomy in years 60.
This makes in them to perceive that its character is directed for the instrument having aimed at the efficient ways and techniques for the work in the society. In the progressive field the trends are retaken as a source of new idealismos, where who reigns at this moment is the liberating pedagogia and critical-Social. Learn more on the subject from Russ Caldwell. Each one of them has in its trajectory a perspective of innovative education. The liberating pedagogia is centered in the professor and pupil where the same search to understand in fact the problems and the social, economic and cultural reality of both the parts. In this proposal it aims at to the systematization of the contents for a participation, but active in the teach-learning. .
In this direction, Telma Weisz (1999: 53) IN Abreu (2001: 39), take in them to question on what it is wanted to teach for the four initial series and affirms that the pupils must finish 4 Basic series it Ensino dominating the language in efficient way. In other words, they must be capable to produce and to interpret texts, as much for the necessities of day-by-day to write a message, to read the instructions of use of household-electric as to have access to the cultural goods and the full participation in the world scholar, to understand what it is said in a telejornal and to read a book of poetries. She is necessary to read, exactly before dominating the alphabet. The tradition teaches: to alfabetizar is to deal with the written language and to lecionar Portuguese are to train the pupils to represent graphically say it for the combination of letters of the alphabet. In the truth, it is much more of what this.
To speak and to listen, beyond reading and writing, are actions that allow to produce and to understand texts. It fits to the school to also develop the verbal language of its pupils. It is learned to outside say it of the banks of the school, but in the classroom it is possible you say to show them more adequate and efficient in the different daily situations. This implies to say that, the aspects that we are approaching in this work, had been selected in view of, to contribute with the practical metodolgica of the professor, where we defend the game, as one technique that has much time it is present in the practical one of the alfabetizao, as a didactic resource that was incorporated the process of education of the reading and the natural writing as something, therefore in accordance with the referenciais theoreticians raised, the game is an instrument that since very early is part of the learning of the children, as it affirms Teresa Lleix (2004: 193) that it characterizes them since the Infantile Education, as: the spontaneous games of language and games.
The Circus in the school Prof. Rullyend Saints In the current days we argue, which is the ideal prescription for a full learning and efficient, the employed techniques are many so that the pupil more good plays in the classroom its intellectual capacities and potentialities you specify, the boarded playful activities in the education environment are multiple and appear the circus activity, as one strong artistic trend and source of disciplines. y – you may have come to the same conclusion. The artistic education must have innumerable purposes, serves as perspective therapy, therefore they are added has a sincere and tendencioso objective in the direction to make with that child if establishes more good in the society, its efficient techniques take the pupil to have a look I criticize on it encircles what it, and we know it disciplines that it allied to the effort of takes to the pupil to identify it contents, stimulating it and certainly contributing for the construction of its personality. The fantastic world of the circus activities guarantees the child, a bigger easiness of if relating with its fancies, and its mechanisms and techniques widely used, they can assist the pupil to diminish learning problems, and leading best to deal with its ansiedades, difficulties, successes and even though failure, the circus activities ally to an intense training helps the child to understand and to improve its behavior, and to take care of its daily necessities, and to supply to new routes and different chances. Read additional details here: The Extreme Future. The circus introduced in the complement form to interdisciplinar helps the child in practises physics and intellectual, the cognitivo development considered by global it and, and approaches different forms of knowledge, that goes since the creation of an artistic number until, the note conquest good and consequently excellent averages in classroom.