Brincar na educação infantil: contradições entre a legislação brasileira e o cotidiano das escolas

Abstract

This article seek answers to the following research question: what are the contradictions between the play, which is provided for in the legislation that guide public policies, and the everyday life of Early Childhood Education schools? Play is import for children in their emotional and social development. In view of this importance, we sought to understand how the legislation that guides pre-school education addresses issues that are related to play and what contradictions are there between the guidelines provided by the legislation and the reality of everyday school life. This research, of bibliographic nature, has analyzed the National Curriculum Reference for Early Childhood Education (RCNEI) v. 1, 2 and 3, the National Parameters of Quality for Early Childhood Education v. 1 and 2, the 2010 National Curriculum Guidelines for Early Childhood Education (DCNEI) and the National Common Core Curriculum (BNCC), starting from the perspective of play. The analysis of the documents indicated that playing is present as a learning strategy, as a source of knowledge and of development of children. On the other hand, it can be observed that there is a contradiction between the directions provided in the documents and the reality of Early Childhood Education schools concerning play.