Tecituras lúdicas – uma inter-relação entre a ludicidade e o desenvolvimento profissional docente de professoras dos anos iniciais do ensino fundamental

Abstract

The general objective of this study is to understand the possible interrelations between playfulness and teacher professional development, taking the former as an experience, with a view to putting into perspective a teaching in playfulness of teachers of the Early Years of Elementary School. As specific objectives, we have: a) to identify possible interrelations between playfulness, understood by teachers of the Early Years of Elementary School, and Teacher Professional Development; b) to analyze, in the professional development of teachers of the Early Years of Elementary School, perspectives of a Teaching in Playfulness. As theoretical assumptions, the research was outlined from: Playfulness (Luckesi, 2005, 2014, 2018; Lopes, 2004, 2014); Teacher Professional Development-DPD (Ferreira, 2023; Marcelo García, 1999); Teaching in Playfulness-DL (France, 2024). The methodological path we have taken is part of a qualitative approach, based on the phenomenological paradigm, broadening and orienting our view to the meaning of things and the environment that surrounds us. We have the company of 2 teachers from a municipal school, from the 4th or 5th year of the Initial Years of Elementary School, in the municipality of Salvador - BA. The questionnaire, sent and answered by the teachers, and the Interactive Interview - EI (Ferreira; France, 2023; 2025). ECE was carried out in individual meetings, through the interaction strategy of the Trail Game, with the help of object-stimuli. Regarding the organization of the data from the methodological steps, we used Content Analysis as a data processing technique (Bardin, 2016). The thesis was produced in a multipaper model for structuring the analyses, resulting in the construction of articles. Regarding the results, we showed that, in a general context, playfulness as an internal dimension is not present in the teachers' narratives. The teachers describe it as something from the other (student) and, therefore, can "objectify" it through classroom activities. Regarding playfulness in an interrelationship with DPD, we announce that it occurs through the bias of personality, individuality and subjectivity. Also, we found that the teachers do not experience the discussion about Teaching in Playfulness in their daily lives. We understand that the LD may not be named or perceived, but this does not demarcate its non-existence. Finally, we argue that playfulness is constituted as an internal and individual state, under a unique and nontransferable movement of the subjects. Therefore, we consider that understanding playfulness as a subjective phenomenon, inherent to each and every individual, and as such, recognizing that the playful state is susceptible to the adult subject, is a possible path to playful teaching.