A importância do ato de brincar na transição da educação infantil para os anos iniciais do ensino fundamental.

Abstract

This study has as general objective to understand the construction process of the play provided to children in the transition phase from Early Childhood Education to the Initial Years of Primary School, based on the possibilities and opportunities of playing in a Municipal Public School in the City of Cajazeiras- PB. The interest in this theme arose from the experiences of the Supervised Practice in Early Childhood Education, carried out in a public day-care center in the municipality of Cajazeiras-PB, where it was verified that there was no playing time in preschool last phase, which instigated me to research on the development of play during the transition from Early Childhood Education to Elementary School first years in a school. It is a descriptive with a qualitative approach study actualized through a field research. The objective of this research then was to consider historical contributions of child and play, therefore, to discuss the use of play in the transition from Early Childhood Education to Elementary Education. Since play is an important activity for the child and indispensable for his/her formation and development, it was intended to point out the possibilities and opportunities regarding playing in the transition from Early Childhood Education to Elementary School. This research results emphasized how relevant was integrating the school members in order to think and act on the educational practices to be worked with children in the transition from Early Childhood Education to Elementary Education, highlighting the need of always rethinking how play is being organized in this transition. Finally, it should be emphasized that this research contributes discursively on the need to play for the construction of development in child learning, helping in this phase of educational context transition.