POROROCA DOS BRINCARES

PLAY AS A STRATEGY, METHOD, AND TRANSFORMING EXPERIENCE IN ARTS EDUCATION

Abstract

This article aims to understand how play, as a pedagogical strategy, contributes to the construction of a network of systematized meanings, enhancing both the behavioral and intellectual development of high school students at the E. E. E. M. Professora Ernestina Pereira Maia school in the municipality of Moju-PA. The research adopts a qualitative approach, grounded in the assumptions of Ethnography, based on the contribution of Geertz (1989), Laplantine (2003) and Angrosino (2009), as a strategy to understand and intervene in the teaching-learning process. Play is analyzed in light of the studies of Spolin (1992), Freire (1996) and Andrade (2013), articulating pedagogical practices and critical reflections. The results indicate a significant increase in dialogue, cooperation, creativity, and student protagonism, as well as the strengthening of interpersonal relationships and student engagement with learning processes. The conclusions indicate that the implementation of play as a pedagogical atrategy contributes to the resignification of educational practices in Arts.