Guardar já? Mas a gente ainda nem brincou! Um estudo sobre tempos e espaços para brincar na educação infantil do município de Votorantim

Abstract

This research investigated the times and spaces of playing in the early childhood education, whose were told by the educators from institutions of Votorantim, a country city in the state of Sao Paulo, in Brazil. Therefore, the guiding question of this study was: what importance teachers attribute to playing within the institutionalized space of early childhood education. It was based on the methodology of qualitative research, using semi-structured interviews, according to the theoretical basis of childhood studies in Brazil and also linked to studies about playing, supported by Kishimoto, Brougère and Carneiro's studies. The general objective was to understand how, where and when the times and spaces dedicated to playing take place at school, as well as whether childhood educators got the valuing of playing on their training. The choice of the theme is justified by its relevance, for the fields of Education and childhood studies, since the times and spaces of playing have decreased more and more in society (Kishimoto, 1986). Thus, as the institution of early childhood education is the environment where children have more contact between peers, to exist the playing, the times and spaces must be a driver for educational practices, grounded by teacher training that recognizes and values the specificities of childhood.