CONCEPTIONS OF TEACHERS AND FAMILY MEMBERS OF CHILDREN IN EARLY CHILDHOOD EDUCATION ABOUT THE PLAYFUL DIMENSION

Abstract

This study considers children as social agents who create their own childhood cultures. Play, seen as an essential part of the children's universe, is linked to playfulness and creativity. The theoretical perspective adopted is based on the new social studies of childhood by Vygotsky, Brougère, Kishimoto, Sarmento, Wajskop, among others on play in Early Childhood Education. The objective was to analyze the conceptions of Early Childhood Education teachers and children's families at this stage of teaching about play in childhood. The research used the technique of focus groups, in which audio recordings of the participants' speeches were made and then transcribed. The records were organized by themes for the construction of interpretative analyses. In general, it was observed the diversity of interpretations and understandings in relation to the role played by play in childhood, not only in the recreational aspect, but also as a pedagogical tool and promoter of learning. While the families highlight directed play in Early Childhood Education, the teachers also perceive the function of free play in this stage of teaching. Finally, it is suggested to carry out on-site studies that reflect on issues that articulate the theme of play with other themes, such as gender, race or social class relations, focusing on the comparative analysis of the perceptions of family members and professionals of Early Childhood Education. This approach has implications for teaching practices in Early Childhood Education and can promote an important debate to guarantee children's right to education and play.