O LÚDICO NA EDUCAÇÃO INFANTIL: LIMITES E POSSIBILIDADES

Abstract

This paper deals with the discussion about the relevance of playfulness in early childhood education and aims to analyze the extent to which playing is an element that contributes to the improvement of the teaching and learning process, identifying the mediations established in the school routine that influence and support children's play, verifying the relationships established between play and learning in early childhood education. The research also portrays the history and characterization of early childhood education, from an assistentialist perspective to an educational perspective and discusses playfulness in early childhood education, bringing conceptual elements under the view of different authors. The research was carried out from the qualitative descriptive approach, being concerned with all the elements present so that from that we could create hypotheses and raise observations, having as a research field a daycare center in the municipal school system in the city of Buriti Alegre – Goiás, that serves children from zero to five years old. Regarding the methodological procedures, a bibliographic research was initially carried out, followed by a period of observation at the educational institution and the development of a questionnaire with three teachers from the same institution. As a result of the research, the studies point to what is playful is very important in the child's development and learning, and it is up to teachers to understand or teach as a resource that contributes to physical, cognitive, emotional, affective, culture and social development of child.