THE SCHOOL LEADER AND THE PLAYFUL APPROACH IN TEACHER EDUCATION

Authors

  • Renato de Oliveira Campos Universidade Cidade de São Paulo
  • Everton Silva Santos Lopes Universidade Cidade de São Paulo
  • Alexandre Aparecido Alves Lima Universidade Cidade de São Paulo
  • Ana Livia Mendes de Sousa Universidade Cidade de São Paulo

DOI:

https://doi.org/10.48075/ri.v27i1.34802

Keywords:

Early Childhood Education, Teacher Education, School Management, Playful Approach

Abstract

Teacher education in Early Childhood Education Centers in São Paulo faces historical and contemporary challenges, especially those related to the qualification of pedagogical practices. The implementation of a playful approach during the PEA (Special Action Project) moments has the potential to contribute to improving these practices. Its main objective is to present a discussion on a playful approach, grounded for PEA moments. It conducts bibliographic and documentary research, analyzing the PEA document based on content analysis methodology. The investigation discusses how the adoption of playful practices can contribute to the continuous professional development of teachers, promoting meaningful learning, creativity, and critical reflection. It also clarifies the strategic role of the school leader in implementing and leading pedagogical changes that favor and surpass collaborative practices aligned with curricular guidelines. Finally, it reinforces the potential to overcome cultural resistances in teacher education, suggesting the formation of partnerships and the creation of conditions for the effective incorporation of the playful approach within the school context.

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Published

27-02-2025

How to Cite

CAMPOS, R. de O.; LOPES, E. S. S.; LIMA, A. A. A.; SOUSA, A. L. M. de. THE SCHOOL LEADER AND THE PLAYFUL APPROACH IN TEACHER EDUCATION. Ideação, [S. l.], v. 27, n. 1, p. 162–175, 2025. DOI: 10.48075/ri.v27i1.34802. Disponível em: https://saber.unioeste.br/index.php/ideacao/article/view/34802. Acesso em: 9 may. 2025.

Issue

Vol. 27 No. 1 (2025): FORMAÇÃO DE PROFESSORES E NOVOS PARADIGMAS EDUCACIONAIS EM CONTEXTOS INTERDISCIPLINARES

Section

Artigos

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Copyright (c) 2025 Direitos partilhados conforme licença CC BY-NC-SA 4.0

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