A Interdisciplinaridade na prática pedagógica

Aprendizagem lúdica

Abstract

Playful activities play a fundamental role in children's cognitive, social and emotional development,
regardless of their age. It is therefore necessary for teachers to promote or articulate play, whether in
physical education classes or in interdisciplinary lessons. Therefore, this study aims to highlight play as a pedagogical tool in the Early Years of Elementary School, based on an experience report during
the second module of the Pedagogical Residency Program (PRP), an initiative promoted by CAPES.
The intervention was carried out in a public school located in the São Francisco Valley, with a
qualitative approach, and lasted six days, during which an interdisciplinary project was implemented.
The observations and execution of the proposal revealed that the previously defined objectives were
achieved, bringing positive results in the development and learning of the students. Given the above,
the experience provided significant contributions to teacher training, especially in the area of
interdisciplinarity, expanding the ability to articulate different contents in a creative and relevant way
for students. It also encouraged critical reflection on teaching practice, favoring the planning of
interdisciplinary interventions and the use of methodologies that promote active participation,
experimentation and movement. The action therefore promoted the integration of theory and practice
in an innovative.