O brincar como linguagem na educação infantil

Abstract

In this research, we seek to establish an understanding of the role of playing in Early Childhood Education, starting from the perspectives of public policies, especially the National Common Curricular Base (BNCC), which identifies play as one of its pillars. We address methodological perspectives that consider it as a language and way of constructing subjectivity in early childhood. The theme emerged during the Coronavirus pandemic, with reflections on the ways in which language could be developed in the context of Early Childhood Education, in the face of limitations and health requirements. A brief look at the official documents, which guided attendance and permanence in educational establishments, allows us to see how much play was compromised during this period. We adopted a qualitative approach (Ludkë; André, 1986) to carry out a review of the relevant bibliography and highlighted the role of playing in approaches that consider the child’s different languages (Gandini, 2016). By establishing dialogues between these points of view, we can reflect on the importance of playing for a child’s development in the first seven years of life. This constitutes a form of expression of individuality, as in the case of make-believe, the child not only imitates but also interprets what he perceives in his surroundings (Corsaro, 2002). With this, we highlight the relevance of free play based on the conception of the path towards freedom proposed by Steiner (1988).