O brincar na educação infantil: concepções e práticas docentes

Abstract

This study investigated the significance of play in Early Childhood Education, understanding it as both a child’s right and a distinctive language of childhood. The objective was to analyze how Early Childhood Education teachers understand and apply play in their pedagogical practices. This research adopted a qualitative, exploratory approach and was conducted as a case study in a public school in the countryside, located in the state of Paraíba, Brazil. Data were collected through an online questionnaire and classroom observation, enabling the analysis of both teachers’ conceptions and their implemented practices. The findings revealed that, although teachers recognize play as essential for holistic development, its implementation is limited by pressures for formal outcomes and pedagogical directives, which contribute to the reproduction of early schooling practices. Furthermore, the study found that play fosters creativity, autonomy, socialization, and cultural production, in addition to cognitive development. It is therefore concluded that reaffirming play as a core principle of Early Childhood Education is crucial for consolidating coherent pedagogical practices that promote meaningful experiences.