O brincar como direito da criança na educação infantil

Abstract

This study aimed to analyze play as a right of the child in Early Childhood Education based on current legislation and the pedagogical practices of teachers. Early Childhood Education, the first stage of basic education, is fundamental for the life of the child, since the experiences lived during this educational stage are capable of enabling spaces in which children can interact, play, learn, socialize and, consequently, stimulate the development of cognitive, emotional and physical skills. The current laws and documents ensure quality education for all and, in the case of the target audience of Early Childhood Education, essential elements that must be guaranteed as rights in their learning and development process are emphasized; among these, play is pointed out as indispensable. Methodologically, this work is characterized as a field research, with a qualitative approach of exploratory nature. For data collection, we conducted observations in a Municipal Center for Early Childhood Education (CMEI) in the city of João Pessoa/PB, as well as applied a structured questionnaire in person with teachers working in Early Childhood Education in classrooms ranging from nursery to preschool II. Thirteen (13) teachers from the CMEI participated in the research. As results, the research pointed out that although play is a right guaranteed by law, there are still challenges for this right to be enforced in the practice of Early Childhood Education and for public policies to be fulfilled. As final considerations, it is pointed out that the objectives were achieved; it was possible to verify that the teachers have knowledge about Brazilian legislation and about the right to play, but that there are limitations for this right to be effectively implemented with quality in daily practice, among these limitations are mentioned: lack of adequate and safe structure for playtime and limited access to toys for children.