O brincar na educação infantil e suas teorias: uma análise dos trabalhos de conclusão de curso de Pedagogia da UFPB

Abstract

This study's main objective was to analyze the theoretical basis adopted in the Course Conclusion Papers (TCCs) that deal with Play in Early Childhood Education, specifically in the Pedagogy course at UFPB. Therefore, we outline the following specific objectives: reflect on the importance of playing for Historical-Cultural Theory; map the presence of research that deals with playing in the UFPB Institutional Repository – Pedagogy course, identifying characteristics such as: temporal distribution, methodological aspects and conceptions of playing. The theoretical foundation of this research was based on Vygotsky's Historical-cultural Theory, and we also briefly brought the theories of Piaget and Wallon. Therefore, this study is a research with a qualitative and quantitative approach, the methodology used was constructed from a bibliographic and documentary review. According to what we analyzed in the TCCs found in the repository, based on the delimitation of the subject “Playful-games and games”, we were able to reflect on the theoretical bases of the works, and the results indicate that there is a lack of scientific rigor in the elaboration of the foundation theory of the works, as many of the researches bring individual authors without there being a connection between the theories, thus presenting theoretical contradictions. A greater review is necessary with regard to concepts and elevated reflections in studies. The data analyzed also shows that there is no consistency in the number of works that bring playfulness and play, as considering the total number of 974 works, available in the Pedagogy course repository in April 2024, only 35 deal with the subject, which I consider a low number considering the importance of the topic for the Pedagogy course.