PLAYING AS A MOTIVATING ELEMENT IN THE EDUCATION OF COUNTRYSIDE CHILDREN IN ATALAIA – AL

Abstract

This article makes a reflection about the ludic as a motivator element in the teaching-learning process of children, in the field of rural education. In this direction, it presents some historical elements that have marked the trajectory of rural education in Brazil. The main aspects of a bibliographic research that was carried out by the researchers are presented here, focusing on the issue of playfulness in rural childhood, and the school as a space that may or may not provide the experience of this playfulness. In this way, a brief survey was carried out around research already done on the subject in question, also incorporating the reading of authors such as Brougère (1998), Caldart (2004), Pires (2012), Vigostky (1988), among others. Thus, with the study and results of the field and literature research it was concluded that, through playful activities, the child communicates with himself and with the world where he is inserted, builds knowledge, developing in social and cultural aspects. However, it is still necessary to point out that the observations were made in a short period of time and contradictions are found in the interviewed teachers' reports about the importance of playfulness in the teaching-learning process. Even so, it is reaffirmed that playful activities are one of the most effective tools for student involvement and development in school learning.