O lugar dos brincares na prática da professora na educação infantil

Abstract

This present paper discusses the importance of the play in kindergarten. It is known that the play at that age is a form of development and autonomy of the child, and it is through play that the child is expressed, recreates values and has complete freedom to re-create and invent. The teacher becomes propellant of this mediation in their educational practices. The issue arises from situations experienced in supervised training in Early Childhood Education from the Federal University of Southern Frontier, campus Chapecó, and by their experiences in the non-mandatory internship. Is the teacher who has the play as a mere passing time without an educational purpose, hurting the child, based on the play by play? What is the importance given to play? How the child develops in the play? These were the questions that guided our paper. Through readings and reports we look for answers to our questions to know what the place of the play in the practice of childhood education teacher in the classroom day by day, focusing on deepening and understanding about the look of the pedagogue on the games in educational spaces. This is an ethnographic survey research that aims to understand the processes of everyday life in its various forms. The work is divided into five modes, the historical context of the play, playing, playing make-believe, the teacher's role as mediator and finally, the accounts of lived experiences.