A centralidade do brincar na Educação Infantil: limites e possibilidades do fazer docente em uma escola de tempo integral

Abstract

The general objective of this study is to analyze the extent to which play is present in pedagogical practices in Early Childhood Education, from the perspective of teachers and the principal of a full-time public school in Aurora do Tocantins. We also intend to use this research to understand the place of play from the perspective of these professionals, to identify the times and spaces for play in the school, and to analyze the limits and possibilities of promoting play in the institution, based on the perspectives of the research participants. The study is based on the contributions of authors such as Kishimoto (2009), Brougère (1993), Wajskop (1995), Nascimento (2007), Pereira (2005), among others. The research is qualitative in nature and, for data collection, observations were made at the school, semi-structured interviews were conducted with two teachers and the principal of the unit, as well as photographs taken of some significant spaces for this investigation. The results of the research indicate that schools invest little in the potential of play in Early Childhood Education, showing that play is not yet present in a constant, planned, and qualified manner in the school routine. The lack of adequate spaces and the insufficient number of toys in the school were also highlighted, thus compromising the quality of play and the development of the children who attend the institution. These factors point to the need for investments in the school's infrastructure, in the acquisition of toys, and in the solid training of the institution’s professionals.