O brincar na educação infantil: observando rotinas na Escola Maria Bernadete Montenegro

Abstract

The present work addresses the issue of playing in the classroom as a pedagogical resource for teaching and learning for children in Early Childhood Education. From the question: What is the place of Play in the pedagogical practice of the teacher of Child Education?, we seek to understand the pedagogical place of Play in the practice of the teacher of Early Childhood Education. Associated with this objective we also seek: Reflect on the principles and theoretical methodological foundations of Early Childhood Education; characterize play spaces, with reference to a public school in the municipality of Sapé; Reflect on the importance of specific training for the teacher who works in Early Childhood Education. As a support for the research, we opted for the methodology of qualitative approach, through field research, carried out in a public school in the city of Sapé - PB, with teachers of Early Childhood Education. We used as instruments for data collection, observation and a semistructured interview. Our studies indicated that play is a fundamental axis in the pedagogical process and, when we take as a field of analysis the Maria Bernadete Montenegro school, the results obtained from our research show that playing in this institution occupies a central place in the teachers' pedagogical practice of Early Childhood Education.