A ludicidade no processo de transição da educação infantil para o ensino fundamental durante o projeto aula em casa, Parintins/AM

Abstract

This article presents as a research theme, “The playfulness in the transition process from Early Childhood Education to Elementary School during the Class at Home's project, Parintins/AM”, had as general objective the recreational activities used by teachers of the first year of elementary school during the non-face-to-face classes. And as specific, to verify which were the playful activities developed by the teachers for the first year of Elementary School, as well as to identify if the teachers got feedback from the activities and to analyze the contributions of the playful activities during non-face-to-face classes to the literacy process. The work was built from readings, booklets, articles and theses about playfulness, games as essential elements in the teaching and learning process. It is characterized by a qualitative research, with a phenomenological approach method and data collection techniques, the semi-structured interview with teachers from the state network who taught first year students during the period of non-face-to-face classes. In order to achieve the objectives, the playful practices developed by the teachers in the year 2020 were analyzed, as well as reports about the difficulties faced by the teacher for the development of their curricular components. The teacher´s reports showed that the non-face-to-face classes, through the Classes at Home's project, did not obtain the expected results due to the various difficulties, among them, I cite the lack of support from parents and guardians in carrying out the activities sent to the children, access to the internet and even the use and handling of the telephone set.