O brincar na educação infantil: contribuições e desafios

Abstract

Bearing in mind that the school environment should be a space that aims at the subject's learning and development, we seek to research in this work about play as a child's right in Early Childhood Education. The interest in this study was based on personal experiences, where it was realized that playing is of great importance for children. In this context, the present study has the general objective of understanding how games are used in Early Childhood Education. Therefore, it is necessary to observe which playful activities are most frequent in the classroom, identify how children act during the execution of these activities and verify that they are well planned and well executed in class. To this end, we rely on the following authors: Borba (2007), Chateau (1987), Kramer (2003), Minayo (2001), Ribeiro (2013) and the legal documents guiding Early Childhood Education: the Common National Curricular Base (2017) , the National Curricular Guidelines for Early Childhood Education (2010), and the National Curriculum Reference for Early Childhood Education (1998). As a methodology, we conducted a field research of Qualitative Approach, and as a data collection technique, a questionnaire was analyzed, containing open and closed questions, with the participation of eight teachers, who work in Early Childhood Education. In view of this, the analyzes pointed out that there were advances in understanding the importance of playing in the school context, which imposed the observation that games are performed within the school context frequently, and in a planned way, where teachers are required by mediation and support for children during play activities.