Resumen de Play: Human activity and the educational tool of the school context
M. Santi, M.C. Aguirre, M.X. Aguirre, G. Carvalho, W. Silva, A. Bezerra, W. Costa, E. Costa, B. Silva, V. Lima
We approach the use of pedagogical tools based on playing and ludic that contribute to the teaching and learning process of Basic Education students in the contents of Portuguese Language and Mathematics. We believe that playing is a human activity/necessity that implies the adequate development of children in the physical, psychological, biological, cultural, social and historical aspects. We consider the mediation developed by the teacher in the classroom, as well as the affection between teacher and student, indispensable conditions for the teaching and learning process to materialize. The theoretical framework is based on Paulo Freire, Lev S. Vygotsky, Pierre Bourdieu, Luiz Pereira, Bernard Lahire and Gilles Brougère. The empirical field of research was composed by the Municipal School Professor Ulisses de Góis and the Municipal School José Horácio de Góes, located in the Metropolitan Region of Natal, Rio Grande do Norte, Brazil. We used the collaborative action research methodology, presenting the sociological perspective of education to build the habitus of studying in the students of those schools. We used playing and ludic culture as structuring and integral elements of the school's relational context, which is constituted by the interaction of teachers and students. In 2012, the research was made up of 1st and 4th year students, when in the months of March and April we carried out educational activities according to the age group of the students. In 2013, the survey included 2nd and 5th grade students, when in March and April we reapplied the instruments with the classes. The results signaled the effectiveness of the pedagogical tools used, but showed that they alone are not capable of solving all the school's problems. Thus, we clarify that other referrals need to be ensured so that education fulfills its role and promotes the emancipation of the subjects, and among them are: the planning of actions to be developed at school and in the classroom; systematized pedagogical guidance for the faculty; family participation and involvement in students' school life.
