RELEVÂNCIA DO BRINCAR NA EDUCAÇÃO INFANTIL: CONSTITUINDO AUTONOMIA E IDENTIDADE DA CRIANÇA

Abstract

In this article, it is understood that the theme presented as a proposal for this project of Course Completion Work (TCC) entitled "relevance of play in Early Childhood Education: constituting autonomy and identity of the child" occupies a prominent position in the educational context that covers the cycle of Brazilian Basic Education, due to the fact that in recent years it is being continuously subjected to various adaptations to be adjusted so that it can fully meet the new social demands that have emerged over time.

This theme is articulated to the research line of the Post-Graduation course in Early Childhood Education at Unimes that suggests to investigate "playing as a pedagogical instrument". In this sense, it is restricted to explore, however without exhausting the subject pertinent to the significance of the action of playing, games, games, toys and playfulness in current Early Childhood Education (ECE), recognizing these elements as facilitators of integral growth, learning, and expansion of the child's opportunities as: to communicate, to experience new experiences; to enhance their creativity; to socialize; to integrate and assimilate knowledge that, consequently, will help them acquire their autonomy, form their personality and position themselves as individuals, as provided for example by the 1988 Federal Constitution of Brazil, the National Education Plan (PNE), the Law of Directives and Bases of National Education (LDB) and the National Curriculum Guidelines (DCNs).