Os materiais não estruturados na educação infantil: possibilidades para além dos brinquedos industrializados.

Abstract

This article proposes reflections on the use of unstructured materials in early childhood education and its general objective is to analyze scientific research on unstructured materials in early childhood education, establishing a state of the art with the aim of identifying trends in studies on the topic in question. question. To materialize the study and understand the concepts worked on, we are based on theoretical assumptions from authors such as Botas (2008), Oliveira (2000), Meirelles (2016), Kramer (2005), Vygotsky (1982), among others. Methodologically, research is developed with a qualitative approach of the “State of the Art” type based on Romanowski and Ens (2006), bringing a survey and analysis of 9 productions that have unstructured materials in Early Childhood Education as their object of study. It is concluded from the research that unstructured materials arouse interest, curiosity, imagination and creation, as they promote new challenges and games in which children explore, experiment, give new meanings without assigning gender in play. Furthermore, it contributes to raising awareness of sustainability and consumerism.