A brincadeira de faz de conta na educação infantil: a perspectiva docente em questão

Abstract

The games are directly linked to childhood and contribute to the integral development of the child. During Early Childhood Education, the child has the opportunity to explore and build artifacts and use them in make-believe play contexts. In the school environment, many of these opportunities are pedagogically structured to stimulate changes in the child's knowledge. Therefore, play is considered an extremely effective pedagogical resource for Early Childhood Education. Therefore, our objective was to know the teaching perspective regarding the role of make-believe games in the context of Early Childhood Education. Our research was carried out with 7 teachers from the municipal network of Early Childhood Education in Lavras - MG. These teachers were interviewed using a semi-structured script via Google Meet or WhatsApp video call. The teaching narratives were treated through the technique of discursive textual analysis and intertwined in order to better understand the role of pretend play in Early Childhood Education. The data obtained made it possible to better understand some existing needs within schools in relation to playing, it was It is also possible to verify the need for teacher training focused on practice, which could lead to more confident teachers in terms of their performance and more qualified teaching for children.