TEACHER INTENTIONALITY AND FREE PLAY IN THE DAILY LIFE OF A DAYCARE CENTER: AN ACCOUNT OF EXPERIENCE WITH A "MATERNAL I" GROUP IN BERTIOGA, SÃO PAULO

Abstract

In free play, children are encouraged to exercise autonomy, creativity, symbolic thinking, and social relationships. Although it constitutes a structuring axis of Early Childhood Education, this moment is still frequently understood as a spontaneous practice, detached from pedagogical intentionality. In this context, the teacher's role involves ensuring conditions that promote play, organizing environments that foster curiosity, autonomy, and interaction. Thus, this article aims to analyze the importance of teacher intentionality in free play, reporting a practical experience and proposing pedagogical possibilities for working with children from 0 to 3 years old. The investigation unfolds into the following specific objectives: to discuss the concepts of child, childhood, and free play in light of contemporary theoretical frameworks; to highlight the importance of teacher intentionality in planning play experiences; to relate free play to the integral development and autonomy of children; and to reflect on continuing education as a means of improving pedagogical practice and the critical awareness of the educator. Given this, the methodology is based on a qualitative research approach, as per the studies of Lüdke and André (1986), through which an experience report was developed about a pedagogical activity carried out in a Maternal I class at a public Early Childhood Education institution in the municipality of Bertioga. The activities included a moment of free painting and a pretend play activity in an outdoor space. The results indicate that free play, when planned and intentionally supervised, expands the possibilities for learning, expression, and socialization, strengthening the integral development of children. It is concluded that careful observation, prior planning, and dialogue among teachers are fundamental to re-signifying pedagogical practices and enhancing play as a formative experience.