THE TEACHER AS A KEY PART IN THE LEARNING PROCESS THROUGH PLAY

Abstract

This study aimed to analyze the role of the teacher as a mediator in the teaching-learning process using the playful method. This is an integrative systematic review based on a scan of indexed periodicals. The data collection period was from August to March 2020. The inclusion criteria were books, periodicals, and academic papers that addressed playfulness as a learning tool, in Portuguese. Documents such as reports and questionnaires were not considered as exclusion criteria. Of the twenty-seven papers analyzed, all met the inclusion criteria included in the stages of this integrative review. The systematic analysis led to the categorization of the following approaches: 1- Teaching, learning, and initial teacher training: Historical and innovative aspects using playful methods (Are teachers prepared in their initial training to apply the playful method in the teaching-learning process?) 2- Adoption, perception, and relevance of the playful method in teaching practice (Do teachers apply the playful method in practice? What stimuli should be adopted for its application as a teaching-learning technique)? It was concluded that teachers are not adequately prepared to apply playful methods, but many changes have already occurred in training, which should be ongoing. Regarding the applicability of playful methods in the classroom, it is clear that playful methods are one of the most important tools for learning.