O brincar como forma de aprendizagem na literatura científica e nos documentos oficiais da educação infantil

Abstract

Playing in Early Childhood Education constitutes a structuring principle and an indispensable pedagogical axis, surpassing the mere conception of entertainment to consolidate itself as a central element in the child's integral development. Given the gap observed in daily practice between the educational ideal and the actual implementation of playfulness in classrooms — often limited by barriers of resources or pedagogical posture —, this study was guided by the following question: how is play presented in the scientific literature and in official documents of Early Childhood Education? The general objective consisted of analyzing, through bibliographical research, the understanding and relevance of play for the process of building learning and cognitive, motor, social, and emotional development in early childhood. Methodologically, the investigation is characterized as qualitative research of a bibliographical nature, carried out through the survey and critical analysis of secondary sources obtained from databases and digital libraries, such as books, articles, legislations, and scientific materials, using the descriptors: play, Early Childhood Education, child development, and learning. The results indicate that contemporary scientific literature and national normative documents, such as the National Curriculum Guidelines for Early Childhood Education (DCNEI) and the National Common Curricular Base (BNCC), converge in recognizing play and interactions as structuring axes of the curriculum. It is concluded that overcoming traditional and merely transmissive practices fundamentally depends on the posture and creativity of the teacher as a mediator, whose intentional intervention transforms limited spaces into rich environments of experiences, ensuring the child's fundamental right to learn in a pleasant and meaningful way.