A ATIVIDADE LÚDICA COMO CONTEÚDO DA EDUCAÇÃO FÍSICA ESCOLAR E SUAS CONTRIBUIÇÕES PARA O DESENVOLVIMENTO INFANTIL: UMA ANÁLISE DO CURRÍCULO MUNICIPAL DE PRESIDENTE PRUDENTE

Abstract

The present study aims to investigate the playful aspects, represented by games and play activities, and their relationship with the teaching, learning, and development process of preschool children based on the concepts of Historical-cultural Psychology and Historical-critical Pedagogy, through the analysis of the new municipal curriculum of the city of Presidente Prudente. The research is grounded in the historical-dialectical materialist method, using documentary analysis as a research procedure, specifically concerning the Early Childhood Education section, more specifically the field of experience 'body, gestures, and movements.' Based on the assumptions of Historical-critical Pedagogy and Historical-cultural Psychology, the importance of playful activities for child development and the teaching-learning process of children in early childhood education is emphasized, justifying the analysis of the use of play activities in pedagogical practices in this stage of basic education. Through the curriculum analysis, the following thematic axes emerged: Body Culture as a means of cognitive development in early childhood education; the importance of role-playing games for the development of preschool children; the phases of play and play activities in the teaching-learning process; playfulness and its peculiarities regarding its contribution to psychological development in early childhood education. It can be concluded that the curriculum contains a vast body of knowledge that, when used as a pedagogical tool, can significantly contribute to child development. This demonstrates the importance and value of this document for the teaching-learning-development process of students in the municipal education system of Presidente Prudente.