Brincar, construir, transformar: um olhar acerca das brincadeiras na educação infantil

Abstract

This undergraduate thesis aims to theoretically analyze the role of assemblage construction play in Early Childhood Education, based on a supervised internship experience and pedagogical practice. It adopts a qualitative approach, using observation as the primary method of study. Our observations explored the importance of play within the school environment and its contribution to the child’s holistic development. Three distinct cases of spontaneous play carried out by children were analyzed: “Playing Salon,” “Construction Play,” and “Building an Ice Cream Shop.” Through these playful interactions, it was observed how children re-signify objects, construct imaginative narratives, and develop cognitive, social, and emotional skills. Grounded in the studies of Vygotsky (2008) and Ferreira (2009), the research demonstrated that play is not merely a form of entertainment, but an essential process for learning. It enables children to understand the world around them and to engage in symbolic experiences that directly influence their development. Thus, the study reaffirms the need to value play in Early Childhood Education as a central axis for knowledge construction and child development.