O brincar na educação infantil e nas práticas de professoras

Abstract

In addition to being a right, playing is the language by which children produce culture. In this way, the proposals in early childhood education institutions should be guided by the axes interactions and games, aiming at children integral development In this perspective, this work is an excerpt from graduation research from the Graduate Program in Education at the Federal University of Campina Grande-PB Brazil, whose object is the act of playing in early childhood education. For this discussion, we bring the playing in two early childhood education institutions from the town of Lagoa Seca-PB. It is a qualitative research whose procedures are observation and semi-structured interview. For data analysis, we use the Nuclei of Signification method. The research pointed out that in the institutions of early childhood education investigated, the times for playing are regulated. The time for free playing amongst children in the external areas of the institutions is around thirty minutes. In classrooms, playing has the function of taking care of children's free time and complementing child development, and for the on geometric, mathematical and written languages. We also noticed an apparent lack of knowledge on the part of teachers concerning playing as cultural production.