GAME AND CHILDHOOD EDUCATION: CONCEPTIONS, APPROACHES AND PEDAGOGICAL PRACTICES

Abstract

Game is a fertile ground for creativity, serving as a promoter of creative intelligence, primarily characterized by the freedom it encompasses. In play, children have the liberty to create and imagine, enabling them to produce various forms of knowledge and cultures. Therefore, the objective of this research is to investigate the conceptions and treatment of play within the scope of pedagogical practices in early childhood education at an educational association in the South of Minas Gerais. The methodology adopted in this study is qualitative in nature, utilizing semi-structured interviews with three teachers from this educational stage as the data collection instrument. Data analysis was guided by the categories defined in the interview script, covering the teachers' understanding of play, its educational objectives, the types of games used, as well as the moments and spaces within the institution where playful activities occur. The results indicated that the teachers' responses revealed a superficial and traditional understanding of the play phenomenon, predominantly using it in a utilitarian manner to facilitate content learning. Additionally, the narratives produced showed that the teachers do not fully recognize the potential of play as a stimulator of creativity and culture formation, often associating it solely with "pedagogical games." It is crucial to emphasize that the purpose of this study was not to criticize the teachers' conceptions and practices regarding play but to promote reflections that highlight the complexity of this phenomenon.