Playing in childhood education − teaching and learning with playful rhetoric

Abstract

This paper is the result of an investigation into ludic rhetoric, narrated by teachers in the daily life of Childhood Education. With a semi-structured questionnaire, applied in their work loci, we identified the notion that teachers have to play, the method they use for playful activities in the school environment, as well as the narratives that organize such activities, to some positive result in the education of young children. We assume it is appropriate to consider what some theorists of the terms toys and games consider to be valid for the penalty of science. It was very rich for researchers and teachers to know how they deal with these concepts and how they take advantage of this knowledge acquired in the courses of specific formations and studies to earn, in the intervention, some practical results. We formulate some questions that could surround this knowledge in the modus operandi of each of these teachers. The answers revealed that the discourses are favorable to the entry of toys, games, and pranks in the school space because they stimulate the natural course of children's development. In particular, it was possible to analyze the forms of involvement and interventions in what they narrate as perceptions, notions, and even pedagogical interventions, which best represent the aesthetic and pedagogical functions of games and toys when topped in the spaces of schooling.