Ludicidade na Educação Infantil: reflexões a partir de atividades que promovem interações e brincadeiras em uma turma do pré-escolar

Abstract

In this paper we present discussions about the importance of promoting moments of playfulness for the child, because through games, toys and games, they express themselves better, exposing their fears, joys and satisfactions. In this sense, we investigated how this practice is being, in which we had as a general objective to understand and discuss the importance of playfulness in early childhood education in a public school in Arraias-TO, through pedagogical practices developed in the Pre I room. Specifically, it was intended to identify how the activities that work and invest in play are developed and how they are promoted and stimulated by the class reference teacher. To make this discussion, we use authors who deal with this theme, such as; Lopes (2016), Kishimoto (1997, 2010), Vygostsky (1998), Piaget (1998) and Brougère (2002) and some official documents, such as the Federal Constitution of 1988, the Law of Guidelines and Basis of Education - LDB 9394 / 96, the Curriculum Reference for Early Childhood Education - RCNEI (1998), the National Curriculum Guidelines for Early Childhood Education - DCNEI (2010), the Common National Curricular Base (2017), among others. As a methodology, we adopted a qualitative approach, articulating class observation, games and games, as well as an interview with the teacher at the end of the proposed activities. In the analysis of the results, we understand that it is necessary to invest more and more in the insertion of games and games in the daily lives of children, especially in early childhood, because they are growing and changing. Thus, we conclude that kindergartens and preschools have a primary role in this development process.