O brincar sob o olhar de professoras da pré-escola

Abstract

This work deals with playing understood as an activity performed by the child 's need to interact with and about the outside world (people and objects), understanding that it is from the eminently social experiences that there is their insertion and apprehension of the socio-cultural environment. In this sense, playing is an activity characteristic of the child that accompanies and evolves to the rhythm of their development, the latter being understood as a dynamic and dialectical process of interaction between the biological apparatus of the human being and the stimulus offered by the relationships/experiences with the their peers and culture. Recent studies, based on several areas of knowledge, advocate the conception of children as an active and competent individual and the need for intentional pedagogical actions to rely on proposals that respect the child's peculiarities, needs, desires and rights, including in the latter, the to play. Based on the theoretical assumptions of Henri Wallon, this research proposed to examine  the conceptions of pre-school teachers about playing, and also has as specific objectives: to apprehend and analyze the conceptions of the teachers about playing in Early Childhood Education; to reflect on possible directions that provide an attractive environment, thought for the children, that value them as complete, competent and active subjects. For this purpose, the study, with a qualitative approach, had as professional participants that work in the pre-school of the city of Ladário-MS. From the analysis of the data obtained, through a mixed questionnaire, it can be affirmed that the professionals indicate to understand playing as a tool of aid in the teaching-learning process, using it as an instrument that allows the child to assimilate contents. Otherwise, the importance and value of playing is present in the speech of professionals as a daily practice; however, the look at the description of their practices makes clear the mismatch of their affirmations, evidencing the predominance of actions that do not fit with the conceptions presented.