A brincadeira em uma creche localizada no contexto Sítio-Urbano, em Campina Grande- PB: a perspectiva de professoras.

Abstract

This study, affiliated with the Research Line on Educational Practices and Diversity of the Graduate Program in Education at the Federal University of Campina Grande (UFCG) and Study and Research Group on Childhood, Early Childhood Education and Plural Contexts (Grão/DGP/CNPq), examines how teachers in a municipal daycare center in Campina Grande, Paraíba, conceptualize and implement playful practices in their daily interactions with children aged 0 to 3 years and 11 months. The primary goal of this research was to understand and analyze the teachers' perceptions of play, while exploring the opportunities and challenges posed by the school's infrastructure and routines. Furthermore, it aimed to reflect with these teachers on the significance of continuous professional development to ensure play becomes a foundational element of pedagogical practices in early childhood education. From a theoretical perspective, the study draws upon scholars who investigate play and games, connecting them to the cultural and social aspects of child development and learning. Methodologically, this is a qualitative study conducted through Action Research. Data was collected using a field diary, participant observation, a questionnaire, semi-structured interviews, and workshops, and was analyzed using Thematic Analysis. The reflections were guided by five key themes: 1) Children, childhood, and Early Childhood Education; 2) Teachers' perspectives on daily interactions with children; 3) Play in daycare/Early Childhood Education: teachers' playful pedagogical proposals; 4) The teacher's role in play; and 5) Materials, spaces, and the daycare environment. These topics were discussed with the teachers and followed by a workshop on traditional folk games. The results indicate a notable shift in the teachers' thinking about play, as they began to see themselves as capable of creating meaningful playful experiences despite infrastructural and time-related constraints. The conclusion suggests that continued professional development is a promising path for making play a central component of the pedagogical practices of both the participating teachers and the rest of the daycare staff.