O brincar na sala de referência do maternal II: um estudo de caso em uma creche no município de Sapé-PB

Abstract

This study addresses the presence of play in a reference classroom of a public educational institution, which serves children aged 6 months to 5 years and 11 months. In a technological world with increasingly accelerated routines, there is a perceived decrease in space for play, with the educational institution often being the primary environment for fully experiencing childhood. Therefore, the research was guided by the following question: How is play present in the reference classroom? The overall objective is to analyze how play is experienced in the Early Childhood Education reference classroom. Specifically, we sought to identify its insertion into teaching practice, assess the teacher's understanding of play, and observe the arrangement of spaces and materials in the reference classroom. To achieve these objectives, the chosen methodology comprises a qualitative and exploratory case study conducted in a kindergarten II class at a daycare center in the municipality of Sapé, Paraíba. Data collection procedures included bibliographic and documentary research, direct non-participant observation, and the administration of a questionnaire to the class teacher. Based on the premise that playing is a right and a cultural activity inseparable from development, it was possible to perceive as a result of the analyses both the presence of play in directed activities, as well as moments in which playing is free, guaranteeing the child's protagonism, as provided for in the Statute of the Child and Adolescent (Law No. 8,069/1990), the National Curricular References for Early Childhood Education (1998), the National Curricular Guidelines for Early Childhood Education (2010) and the National Common Curricular Base (2017).