As brincadeiras e a cultura tradicional brincante: reflexões sobre uma experiência de estágio supervisionado na educação infantil

Abstract

This Final Project presents qualitative, descriptive, and exploratory research, developed from the experiences of Supervised Internship II, conducted at the Professora Albene Clarindo Duarte Municipal Early Childhood Education Center, with a second-year Early Childhood Education class. The proposal arose from sensitive listening to the spontaneous speech of a child who expressed a desire to build a kite. This small gesture sparked the central idea of the research: reviving traditional games and promoting the construction of toys such as kites, trinkets, and mobiles, combining playfulness, creativity, and children's culture. The overall objective of this research was to understand how reviving traditional games can contribute to the appreciation of childhood culture, the development of creativity, and the promotion of meaningful and contextualized pedagogical practices in the daily life of Early Childhood Education. The methodology adopted was based on systematic observations, written records, and pedagogical reflections on children's interactions with the environment and materials. The theoretical framework supporting this study includes authors such as Kishimoto (2007), who emphasizes play as a central axis in child development; Vygotsky (1991), who addresses cultural mediation as the basis for learning; Oliveira (2002), who values traditional games as a cultural expression; and Barbosa (2008), whose contribution emphasizes the relationship between childhood, nature, and sustainability. The National Common Curricular Base (BNCC, 2017) also supports this work, recognizing play as one of the structuring axes of Early Childhood Education. The results demonstrate that reviving traditional games fosters rich moments of socialization, symbolic expression, imagination, and cultural belonging. The proposed activities allowed children to be protagonists in the creative process, strengthening their bond with their own culture and with their peers through play. It is concluded that integrating playfulness, culture, and sustainable practices into early childhood education is a powerful and necessary pedagogical strategy that respects children's rights, values their knowledge, and enhances the teaching-learning process in a sensitive, inclusive, and meaningful way.