Ludus docente: o brincar na formação de professores

Abstract

The research entitled “Teaching ludus: playing in teacher training” deals with the context of playful training of Teachers of the Degree in Pedagogy, at the Faculty of Education (FACED) Federal University of Bahia (UFBA). Based on authors such as Luckesi (2014), Brougère (2010), Kishimoto (2002), Fortuna (2018), Aguiar (2021) and Ferreira (2020), the investigation seeks to understand how the ludic training of teachers is presented in the specific scope of this institution. In this research context, in a qualitative methodology, we opted for bibliographic research, document analysis and questionnaires applied to students of the Licentiate in Pedagogy course, with the aim of gathering information and data about the reality of ludic training in graduation, having as based on the studies and theoretical approaches present in the training and how this reality is presented in the daily life of the course. The voices of the subjects were given meaning and discussed according to the questions addressed in this research: what is the influence of playing on teacher training? Which projects, curriculum components and training programs include the ludicity dimension as a training experience? In addition to the methodological scope of the research, a survey of legislative documents was carried out, as a means of reflecting and understanding the responsibility of the university for the ludic training of teachers, since this ludic dimension, and also sensitive, is essential for the formation of teachers and for the consequent teaching work, endowed with an enormous potential for teaching, by anchoring the knowledge developed by the ludic activity, in the experiences of the subject and in aesthetic, sensitive and critical means provided by the university. This Completion Work of the Degree in Pedagogy aims to contribute to the production of reflections on the need to value a ludic dimension of teacher training, full of cultural repertoires, languages and diversity in the production of fundamental senses and meanings for the teaching practice in the basic education.