Cultura lúdica docente em jogo: nos recôndidos da memória.

Abstract

The research Teacher’s Ludic Culture at game: In the hidden places of the memory is the result of an investigation about the ludic culture of teachers in Primary School, with the aim to understand how these teachers relate their ludic culture to their practice in classroom. The methodology was based on a qualitative and phenomenological perspective and the autobiographical research was combined with the collaborative one. It involved six subjects who were teachers of Primary Education, members of the network of municipal public education of Fortaleza, teaching staff of the primary municipal school Professora Alba Frota. The fieldwork consisted of 14 meetings with the group of subjects, in which there were ludic-creative workshops, reflexive sessions, group of conversation, individual interviews, autobiographical narratives and “press conference”. Some of these meetings were dedicated to the ludic activities that made part of the memoirs of each teacher, which were moments when they made a link to their teaching practices. In this context, through stories of their own lives, the subjects rescued fragments of their ludic culture through living experiences, culminating with the drafting of a written memorial. The results were grouped into two categories of analysis: experiences founding and formative experiences. The analysis of the corpus of the research allows to affirm that the experience of the teacher’s ludic culture was initially underestimated, but revalued as it was submitted to the work with narratives, that allowed the teachers to identify institutional, personal and cultural limitations, related to their pedagogic practices that include the ludic experience.