Ludic prospects for science education in education home fundamental

Abstract

The research scenario on science teaching in early education indicates emerging issues on the pedagogical practices developed educational level. Furthermore, although the importance of teaching science since the beginning of basic education, there is still residual and limited space of this discipline in the early years of schooling to be recognized. Allied to this complex picture, school practices has performed largely with emphasis on lectures, with reduced participation of students in their learning process. So, some investigations have been developed with the intention to subsidize the construction of pedagogical practices based on specific childhood learning of scientific concepts. Thus, the present study, theoretical in nature, aimed at discussing the main strengths of playful perspective to the work of the multidisciplinary teacher, with possible situations to be held in the school context and to contribute to children's learning in an atmosphere that encourages increasingly interest and curiosity. The literature review indicated several alternatives, and, for this text, were selected: the didactic games, the works of children's literature and theater. The analysis of the use of these resources has concluded that the ludic perspective, when planned and developed in a wise manner, may represent a key element of the teaching process that favors learning qualitatively students.