O lugar das brincadeiras para o conhecimento e vivência das emoções em um centro de educação infantil da rede pública de Fortaleza

Abstract

This article sought to understand the role of play in the experience of emotions in a kindergarten III class at a preschool center in the city of Fortaleza (CE), aiming to investigate the educator's perspectives on play and emotions, understand how play is present in her pedagogical practice, and describe her teaching practices related to emotional development in childhood. The research was based on studies by Wallon and Vygotsky on the development of complex psychic processes, such as affectivity and emotions, as well as the placement of play in this perspective. The research also included documents that govern early childhood education, such as the National Curricular Guidelines for Early Childhood Education - DCNEI, the Law of Guidelines and Bases of National Education - LDB, the National Common Curricular Base - BNCC, among others. It was qualitative in nature, with the teacher with the most workload as the main subject of the research, in addition to the children in the class. The methodology used involved observations of the class routine and the application of a questionnaire to the teacher. The results showed that, although there is interest on the part of the institution and the teacher in promoting the emotional aspect of the child through play, this interest is restricted and limited to compliance with the guidelines present in the BNCC, such as socio-emotional skills. Therefore, it was possible to conclude that the teacher in question does not promote emancipatory practices that aim at the emotional development of the child through play, since, in many moments of her routine, she did not encourage playful attitudes. Her practices happen in a way that lacks a critical and observant look at the daily facts involved in early childhood education.