Concepções de ludicidade presentes na formação inicial de graduandos em pedagogia: perspectivando práticas formativas

Abstract

This research aimed to analyze the conception(s) of playfulness present in the initial training of Pedagogy students at the State University of Southwest Bahia, underlying the course project anchored in the discipline of “Art and Playfulness in Education” looking at training practices. In this research, the various aspects of playfulness and its ambivalence in the field of teacher education were explored. This is a qualitative and exploratory investigation, carried out in 2019 with students from the 7th semester of the Pedagogy Course, at the State University of Southwest Bahia (UESB), Campus de Itapetinga, whose data production was carried out from three instruments, namely: document analysis (Pedagogical Project of the Pedagogy Course), Intervention Practices Training and focus group. Content analysis was the technique used and it allowed us to find two categories of analysis: initial training and continuing training. It was evidenced that in the Pedagogy course, a conception of ludicity is spread very close to playing and playing and linked to early childhood education, which promotes the understanding that ludicity has not been problematized in its plurality of conceptions. The data also showed that knowledge about playfulness has been propagated more specifically through continuing education and extension actions. Thus, the analysis of the research data contributed so that we could strengthen the discourse regarding the need for a potentially ludic training beyond playing and playing.