Pr??ticas l??dico-reflexivas na forma????o de professores

• Ano de defesa: 2015
• Autor(a) principal: Menezes, Regiane da Costa
• Orientador(a): Taveira, Adriano Salmar Nogueira e
• Banca de defesa: Arantes, Val??ria Amorim , Bioto, Patr??cia , Mafra, Jason Ferreira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gest??o e Pr??ticas Educacionais
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: l??dico; reflex??o; forma????o de professores; pr??tica docente
• Palavras-chave em Inglês: recreation; reflection; teachers education; teaching practice
• Palavras-chave em Espanhol: recreaci??n; reflecci??n; formaci??n de maestros; pr??ctica docente
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bibliotecatede.uninove.br/handle/tede/991

This study researched the value and the possibilities of ludic practices in teacher education. The mapping of the academic literature in this field contributed to understand a certain prejudice that victimizes the ludic because of our society be based on a conception of rationality to the dichotomous ludens: reflections, questions and answers must be "serious". For research, contributed Paulo Freire's views on what he refers to full subjectivity, curious and incomplete; also contributed reflections of George Snyders, in what he calls recovery of joy at school. The collaborative action research proved enough conceptual support through which the teaching-graduate student found himself "of the student" researcher, made it his own practice to get up and test hypotheses humanizing intentionally playful-reflexive relationships.