THE ENCANTMENT OF PLAYING AND THE POSSIBILITIES OF LIVING AND LEARNING WITH JOY IN SCHOOL ENVIRONMENTS: A SUCCESSFUL PEDAGOGICAL EXPERIENCE AT CEI MOURA BRASIL, FORTALEZA, CEARÁ, BRAZIL

Abstract

Within the scope of pedagogical proposals for early childhood education, the perspective of including the children's universe in the classroom learning environment, in all its aspects and rights, is a necessary action. To achieve this, better training for students must be provided. The organization of pedagogical work in early childhood education schools is of great relevance in this context, with interactions and games as guiding principles, ensuring that pedagogical practices are rich and encompass multiple languages. Furthermore, there is a need for socialization and the establishment of emotional bonds articulated in the various activities proposed by teachers in their teaching action in the classroom. From this premise, it is understood that it is necessary to organize a children's school routine with a variety of playful actions such as games and games so that children can definitively internalize the ability to live and learn at school, more particularly in the context of the classroom space. class, in all the child's schooling cycles. This research sought to reach teachers' perceptions of experienced playful practices, establishing a unit of pedagogical action with the purpose of changing a little the way in which such educational proposals are viewed. The results of the interviews led to the conclusion that defining a limit for the child's satisfaction at school is a great challenge, since in the conventional classroom teaching methods are offered that are at odds with the perspective raised in this work, which is to effectively consider games and activities. games as aspects of ludopedagogy and not as mere pastimes, respecting what guides Brazilian legislation regarding the guiding principles of early childhood education. Using the results of this work in pedagogical interventions within the school is of great value in improving the annual and bimonthly planning of teachers and school coordination. This data can also be used with parents, with a view to improving the relationships that must exist between everyone, so that there is a gain on the part of the child, in aspects involving learning and cognitive and social maturity. Finally, a representative part of the team at the school object of this research showed that, despite the setbacks, it is possible to raise the level of quality of care through pedagogical practices, as they believe that the environment is a preponderant condition for people's development, and when we talk about the environment, it is characterized by the physical space, the structure, the decoration, the furniture, the materials, the toys and games, how they will be organized and how they will be used, it also permeates the aesthetic relationships between children, their peers and adults, involves affection and joy. The relationship between school environments and joy is one of complementarity, addition and strengthening of living and learning, enhancing child development. It is a medium that has flavors, that has odors, that has touch, smiles, that enhances and welcomes the child, it becomes a meeting space that preserves the beauty in partnerships, in embarking on each other's motivation, in doing things together, respecting their language, in the enchantment of playing.