Jogos na Educação Infantil: dimensões teóricas e pedagógicas do aprender brincando

Abstract

Games and play in Early Childhood Education have established themselves in contemporary times as one of the structural axes of pedagogical practice, overcoming purely welfare-based approaches and integrating the dimensions of playing and learning in early childhood. This final term paper (TCC) aimed to investigate how games contribute to the integral development of children, articulating cognitive, motor, and socio-emotional aspects. Methodologically, the research was characterized by a qualitative approach of a bibliographic nature, grounded in the theoretical premises of classical and contemporary frameworks, notably Jean Piaget, Lev Vygotsky, Johan Huizinga, Tizuko Kishimoto, Gilles Brougère, and Janet Moyles, along with the analysis of national regulatory directives, with emphasis on the National Common Curricular Base (BNCC). The main results demonstrate that playfulness and formal knowledge are harmoniously integrated within the activity of playing itself, which significantly enhances core competencies such as logical reasoning, problem-solving, laterality, language, and mutual respect. It is concluded that the didactic transposition of games requires the intentional action of a qualified mediating teacher, capable of harmonizing free play and directed play, ensuring child protagonism and the full emancipation of children in their meaningful learning process.