O olhar e as percepções pelas crianças de educação infantil sobre o brincar em tempos de pandemia

Abstract

The playing in Early Childhood Education is constituted as a primary children's right, but more than that, through out the playing they will be relating with their peers, building emotional bonds, inventing stories, creating solutions and imagining about the world. Thus, recognizing the playing and its significance in children's lives, this final graduation project has as its theme "The playing in pandemic times", seeking to analyze, under the eyes of children, the playing during such an atypical time for the world education. The COVID-19 pandemic, which led rulers, in 2020, to close schools as a way to fight the spread of the disease. As well as reflect on the internship in Early Childhood Education, carried out by the researcher in the midst of this reality, and how the return to class in person was for the children with all the health and distancing protocols. Such research has had as its problem: what are the children's perceptions in relation to the playing in Early Childhood Education in pandemic times and social isolation? and aims to investigate and comprehend children's perceptions of the playing in Early Childhood Education in pandemic times. As methodology for carrying out the work, a qualitative approach was used, involving a bibliographic and documentary research, in addition to a field research with semi-structured interviews with preschool children from an institution located in a small municipality housed of Alto Uruguai Gaucho. The main authors that substantiate the research are Cunha (2010), Kishimoto (2010), Barros (2009), Vygotsky (1991), Andrade (2010), Kuhlmann Jr. among others. Finally, it was found that playing is fundamental in children's lives, considering that the COVID-19 pandemic affected the schools routine, and some proposals have had to be readapted. The experiences that stands out the most among the children are the games carried out in open places and at the school park. It is clear that teachers need to rethink their plans, in order to carefully observe and listen to children and thus provide even richer and more meaningful experiences.