O brincar na teoria e na prática: um relato de experiência na educação infantil

Abstract

The main objective of this study was to analyze the exercise of playing in early childhood education. In this way, we seek to provide theoretical knowledge about this theme, understanding the similarities and distinctions between Genetic Epistemology and Cultural Historical Theory, in relation to the conceptions of learning and development, evaluating the implications that the theoretical understanding of play can be printed in pedagogical practice. It is necessary to reflect on the role of the teacher in ensuring the practice of play in Early Childhood Education. Therefore, this is a research with a qualitative, bibliographic approach based on fieldwork. The methodology used in this research was the bibliographic review based on the investigation and reflection of the data from a notebook of memories from records throughout an internship experience. This study is important because it seeks to bring reflections and considerations about the importance of teachers seeking to understand the process of learning and development from a theoretical perspective, as well as to enrich their practices in the exercise of play. We found that the lack of a methodological and theoretical basis in the teacher's practices hinders their understanding of the pedagogical practices aimed at the exercise of play in child development. Thus, it is necessary to mediate the teacher in playing, so that he considers the interests and needs of the children in order to better intervene in this process. Finally, we can understand the importance of the theoretical foundation about play to defend the pedagogical practice committed to the quality of interactions, so that the teacher can reflect, plan and direct his activities considering the child's development, his interest and his relationship with the environment