O sentido pedagógico da brincadeira na educação infantil: entre o discurso e a prática

Abstract

This study aims to investigate the meanings attributed by educators from a municipal school in Delmiro Gouveia - AL on the role of play in Early Childhood Education. We used authors such as Vigotsky (2007), Benjamin (1964), Kishimoto (2011), Oliveira (2002; 2011) as a theoretical and methodological basis for this study, as they present a view on how important play is for children's development, whether in cultural, social, cognitive or emotional aspects. Methodologically, this study was organized in two parts: in the first, we carried out a survey on the main studies dealing with childhood and the role of play, and in the second part, we conducted a field research, in which three educators from a municipal school in Delmiro were interviewed. Gouveia-AL. We used as an object of empirical analysis the speeches of the educators and the observation of the practice of one of the interviewed educators. Among the results, we divided the data obtained into six categories, which are: a) Conceptions about Early Childhood Education; b) Development of pedagogical practices in Early Childhood Education; c) The use of recreational activities in the educational space; d) The role of planning in the development of games in Early Childhood Education; e) Pedagogical intervention in children's games; f) Discussion of play in initial and continuing teacher education. We noticed a consensus in the understanding of the educators regarding the questions related to Early Childhood Education. Therefore, we believe that play can serve as an excellent complement, combined with the other contents of Early Childhood Education. In addition, we understand that playing can be a good tool in pedagogical practice, therefore, it should not be classified as merely entertainment, let alone underestimate its contribution to the child's development and learning.