Abstract:
Playfulness helps children's learning and knowledge, as it enables creativity and social interaction through the relationship between the group, developing their cognitive, motor and social potential. This research aims to analyze the role of Sensitive Didactics in the training of teachers to work with playfulness. This work proposes to examine the role of Didactics in teacher education. The method used was bibliographic research. The results found are that the ludic activity is different from the ludic experience, since the latter manages to encompass three dimensions at the same time: emotional, physical and mental, therefore it involves a connection between the objective and the subjective (internal and external) making it very relevant in learning. The importance of Sensitive Didactics was also evidenced as very important to obtain lasting learning, since it is necessary for the teacher to offer educational experiences capable of integrating human thinking, feeling and acting. It is concluded that Sensitive Didactics plays an essential role as one of the axes of teacher education and in the teaching and learning relationship, by empowering the teacher through the awareness of playful and authorial mediation, enabling him to know the sensitive resources of his activity.
