A Importância do brincar no processo de ensino-aprendizagem na Educação Infantil

Abstract

This course completion work aims to analyze the relevance of playing in the teaching and learning process in Early Childhood Education, focusing on children aged 1 to 3 years. Based on a bibliographic and documentary approach, the study was based on the theoretical contributions of Vygotsky (1998), Kishimoto (2002), Wajskop (1995) and Winnicott (1982), as well as on normative documents such as the National Common Curricular Base (BNCC), National Curricular Guidelines for Early Childhood Education and the National Curricular Reference for Early Childhood Education. The methodological path included qualitative research, with bibliographical survey, documentary analysis and field study, carried out in an Early Childhood Education school in Amargosa. Questionnaires were applied and observations were carried out to understand how educators who work with classes from 1 to 3 years old perceive playing and use it in their pedagogical practices. The results revealed that educators recognize the importance of playing for child development, but highlight the need for greater appreciation and intentionality in the integration of games into everyday school life. The study concludes that playing is an essential tool for building knowledge and the integral development of children, and it is essential that education professionals adopt a sensitive and strategic approach to use it in a planned way. Therefore, it reinforces that playing does not It is just a playful activity, but a structuring element of learning in Early Childhood Education, and points to the importance of continued training for educators, so that pedagogical practices are increasingly aligned with the needs and potential of children at this stage of teaching.