A importância do brincar no desenvolvimento das crianças na educação infantil: uma análise a partir das dissertações de mestrado defendidas nos últimos 5 anos no Brasil

Abstract

This Course Conclusion Work addresses the importance of playing in the development of children in Early Childhood Education, highlighting the relevance of toys, play and education in this crucial phase of growth. Its general objective is to understand how the dissertations produced in the PPGE (Academic and Professional) in Brazil have perceived play and play in the context of teacher training and their teaching practices. To address this problem, specific objectives were: a) Describe the public policies that formulated Early Childhood Education in the context of Brazilian education; b) Identify the theoretical changes that produced play in the context of early childhood education, seeking to articulate teacher training for this stage of basic education and; c) descriptively analyze the dissertations produced in the PPGE (Academic and Professional) on play and games in Early Childhood Education in the last 5 years. It is based on qualitative research in Gonzalez-Rey (2005). It works with Biembengut's Theoretical Mapping (2008) in the production of data, as it helps in conducting research that seeks to look at the productions developed in a certain area or theme. Explores Brazilian legislation related to Early Childhood Education, emphasizing its role in the integral development of children. It operates theoretically, from the perspective of the Sociology of Childhood, using qualitative research and Theoretical Mapping as a methodological proposal in the construction of data. The historical analysis contextualizes the evolution of Early Childhood Education in Brazil, from the 19th century to the most recent regulations. In view of this, the dissertations that made up the analyzes of this Course Completion Work, established that in recent years (5 years) there have been few demands for work that has as its problematization looking at play and play as a field of research, obtaining as a final result that schools in the public education network have in common the lack of preparation of educators (continuing training), the lack of spaces designed for play and impossibilities within the educational system that make it difficult to apply methodologies in everyday school life. This perhaps demonstrates that the fact that there are educational public policies, such as RCNEI, BNCC, LDB and DCNEI, which proposed thinking about play and playing as a necessary procedure for educational practice in the context of Early Childhood Education, there is still a view of playing as mere practice of childhood experiences.