Contribuições da cultura lúdica indígena para a educação infantil

Abstract

In society, traditional games, although they are present in various aspects of our daily lives, are not always valued. In this way, they need to be rescued and transmitted on more clearly, as they are part of the context of several generations that provide us with much more knowledge than we imagine. It was thinking about these issues that I sought to understand and present to readers, the origin and how the indigenous ludic culture can help in the process of development and learning of the child in Early Childhood Education, both in the social and educational sense, that is, focused on practices of games and games, as a significant construction in the identity of the child and the importance of its relationship with the culture of the native peoples of Brazil. In order to value the indigenous culture and the legislation that makes it mandatory in schools, I briefly present the guidelines contained in the LDB – Law of Guidelines and Bases of National Education (1996), which deal with and defend the pedagogical conceptions of Indigenous School Education, as well as the functionality, challenges and possibilities of these practical situations in indigenous and non-indigenous schools. I highlight similar studies for the importance and value of the educator's training and profile on the indigenous theme so that they can deal with various challenges that may arise with the introduction of school education. The indigenous theme, as it is enriching in content, suggests to the teachers, a sequence of games and games of indigenous origin, the making, in addition to the way to work these proposals with the children in a way that does not reinforce stereotyped views about the people indigenous people, as they have a rich culture and a lot to teach us