O que fazemos enquanto as crianças brincam? Os modos de atuação do/a professor/a em relação à brincadeira na educação infantil

Abstract

This paper presents some reflections concerning the performance of the teacher in relation to the playing in the early child education, result of worries that arose during an internship experience held during the months of May and June 2016 in a public child education institution of the Educational network of Chapecó – SC. The internship was held with 21 Pré 1 (Kindergarten 1) students at the age between 4 and 5 years. The goal was to investigate the performance of the child education teachers concerning the play activities based on internship experiences and theoretical references of the field. Theoretical contributions from authors such as Brougère (1995) and Vygotsky (2008, 2009), among others, have made it possible to expand our knowledge about the importance of play activities for children. It was pointed out that the teacher has an important role in the organization of space / time and materials for the organization of the play activities, as well as in its expansion, diversification and complexity during the stay of children in early childhood education. At the end of the study, it was concluded that although our insertion in the institution occurred for a short period, there was much evidence of the lack of clarity about the importance of playing in the processes of social, cultural and integral development of children.