A territorialidade do brincar na educação infantil: “O que vejo da minha janela?”

Abstract

The territoriality of play in Early Childhood Education, based on the project "What do I see from my window?", constitutes the theme of this work. The study aims to analyze how Early Childhood Education professionals understand the production of children's territorialities through play. This is a qualitative research study, developed in a Municipal Early Childhood Education Center, based on a literature review on territoriality and play, analysis of institutional documents, observations of the school context, visits to the institution, application of a questionnaire to the professionals of the pedagogical team, and examination of the pedagogical project "What do I see from my window?". The results show that play is a central practice in Early Childhood Education, as it contributes to the construction of meanings, to interactions between children, and to the re-signification of school spaces, understood as territories lived and produced by children's actions, experiences, and imagination. It was also found that pedagogical practices that value listening, experiences, and the sociocultural context of children favor a sense of belonging and the construction of meaningful learning. It is concluded that play, as a structuring axis of educational practices, constitutes a fundamental element for the integral development of children and for the production of more meaningful spaces in Early Childhood Education.