Abstract
The present work is the result of a research that aims to understand the concepts of playfulness of a science teacher who works at Youth and Adult Education/Countryside and the importance attributed to this pedagogical tool in science teaching, in a school in the field of the community of Quilombola, municipality of Feira de Santana-BA. The study was guided by the principles of the qualitative approach and the case study type, and semi-structured interviews, observation and document analysis were used to collect the information. The research indicates that the playfulness inserted in the student's school and daily context needs to overcome the character of play, constituting itself as a fundamental tool for the promotion of pedagogical proposals that arouse pleasure, contributing to the student's learning in a significant way, especially in this modality of education, composed of social actors who were excluded from formal education. In view of the analysis of the results, we found a certain contradiction between the speeches circulating in the school environment, what was observed in the classroom and what appears in the school's Political Pedagogical Project, revealing a gap between what is thought about playfulness and what is done in practice. However, it is essential to recognize that educators cannot be held responsible, when it is impossible to mediate playful practices, since they did not have access to initial or continuing training consistent with such practices.
Highlights
The present work is the result of a research that aims to understand the concepts of playfulness of a science teacher who works at Youth and Adult Education/Countryside and the importance attributed to this pedagogical tool in science teaching, in a school in the field of the community of Quilombola, municipality of Feira de Santana-BA
The research indicates that the playfulness inserted in the student's school and daily context needs to overcome the character of play, constituting itself as a fundamental tool for the promotion of pedagogical proposals that arouse pleasure, contributing to the student's learning in a significant way, especially in this modality of education, composed of social actors who were excluded from formal education
In view of the analysis of the results, we found a certain contradiction between the speeches circulating in the school environment, what was observed in the classroom and what appears in the school's Political Pedagogical Project, revealing a gap between what is thought about playfulness and what is done in practice
Summary
A ludicidade na EJA/Campo no contexto de uma escola da Comunidade Matinha dos Pretos, Feira de Santana - BA. O presente trabalho é resultado de uma pesquisa que tem por objetivo compreender as concepções de ludicidade de uma professora de Ciências que atua na EJA/Campo e a importância atribuída a essa ferramenta pedagógica no ensino de Ciências, em uma escola quilombola do campo localizada no município de Feira de Santana/BA. A pesquisa indica que a ludicidade inserida no contexto escolar e cotidiano do aluno precisa superar o caráter da brincadeira, constituindose como ferramenta fundamental para a promoção de propostas pedagógicas que despertem prazer, contribuindo para a aprendizagem do aluno de forma significativa, principalmente nesta modalidade de ensino, composta por atores sociais que foram excluídos da educação formal. A ludicidade na EJA/Campo no contexto de uma escola da Comunidade de Matinha dos Pretos, Feira de Santana - BA. Playfulness in Youth and Adult Education/Countryside in the context of a school from Matinha dos Pretos Community, Feira de Santana - BA
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