THE LIMIT OF PLAYFULNESS: HISTORIFIED ENVIRONMENT VS. REPLICATING ENVIRONMENT

Abstract

The importance of early childhood education for human development is evident, even considering that the discussion goes back to theorists who were widely disseminated in the 20th century, such as Lev M. Vygotsky and Jean Piaget. This is because the global social fabric is built upon economic, political, and legal tensions, weighed down by various upheavals linked to the aggressive, egocentric existence experienced in capitalism in pursuit of the market, and the resistance exerted by historical science movements in the struggle for human emancipation beyond capital – incessant violent conflicts erupt from time to time, centered on the labor relations of human maturity, hindering special attention to childhood. Following historical periods of intensified global imperialist tendencies from antiquity to the 21st century—in short, from the Crusades and the medieval period of the Roman Catholic Church, historical colonialism and African enslavement, two world wars and the complex relationship between fascism and capitalism, the League of Nations and the UN (United Nations) and their developments in the consolidation of global capitalism, and the spread of regional conflicts within the framework of capitalist imperialism, oligarchic dictatorships, and armed civil or international warfare—attention has focused on individuals in their adaptation phase to the productive structure (adolescence or adulthood). This involves a struggle for the co-optation of the working masses. Thus, in contemporary times, the post-truth era, intertwined with the 21st century, creates a certain tension regarding subjectivities—an existence founded on biographical ephemerality (egocentric) to the detriment of humanity's memory, thereby degrading historical time. Furthermore, dismantling egocentrism in mature masses has proven difficult for the vanguard of resistant and revolutionary education, leading to the perception of a illness in individuals due to a lack of understanding of reality beyond the ephemeral experience. Therefore, there is a need to return to early childhood education and to provoke reflection on the potential possibilities that lie within it.