O lúdico no ensino de Ciências e sua inserção no livro didático para os Anos Iniciais

Abstract

Playfulness in the Early Years is a resource of extreme importance and necessity, as the traditional teaching model does not guarantee the child the experience of learning the contents in a pleasurable, creative, investigative, imaginative way, with dialogue and interaction.This way, specifically in Science teaching, the proposed activities need to be enhanced with playful resources characterized as a historical manifestation of the human being, being those represented in activities through games, toys, plays, drawing, painting, music, investigative experiments, dance, visits to non-formal spaces, among others. The textbook, which is still the most used material in working with different subjects, including the subject of Science in the Early Years, can be an important ally by stimulating activities with playful resources. From this context, this research, of bibliographic and documentary order, aimed to investigate the profile and insertion of the ludic in the activities proposed by a collection of Science textbooks directed for the Early Years, in addition to investigate if the documents and guides promulgated by the National Program for Books and Didactic Material (PNLD), between the years of 1985 and 2019, raise guidelines and evaluation criteria for the use of ludic in the activities of science textbooks in the Early Years. For the constitution and analysis of the data, the Textual Discursive Analysis (ATD) by Moraes and Galiazzi (2016) was used. The results found indicate that different ludic resources are exposed, but with fragile foundations and criteria. Thus, the categories were constituted: 1- Configuration of the presented ludic resources, 2- Ludic resources in the characterization of an activity to be ludic, 3- Nomenclatures associated with the use of ludic, 4- The Ludic and Interdisciplinarity in Science textbooks for the Early Years. The analysis via categories showed that there is no playful profile raised by the PNLD documents and guides, but, in the collection of textbooks, the playful profile considered is restricted to games and plays, with fragmented discussion and no references aimed to Science teaching.Thereby, seeing that the game and play activities are mentioned very few times in the collection, it was observed that this collection did not excel by the use of playfulness in the elaboration. On the other hand, it was located nomenclatures such as didactic resource, pedagogical resource, technological resource, among others, mentioned in documents, guides and in the collection, and which could be associated to the use of playfulness. Finally, the analysis showed the importance of having recreational resources included in guides and books, being used in an interdisciplinary way. From this, considering the restrictions and weaknesses of the materials analyzed, we emphasize the importance of continuing the researches and structuring new perspectives in front of the theme of ludic, its association with textbooks and science teaching.