Resumen

BIANCHINI, Luciane Guimarães Batistella; FERREIRA, Ronielison Barbosa  y  SANTOS, Andressa dos. Analysis of playful space and playrooms present in Brazilian municipal early childhood education centers. Educ. Teoria Prática [online]. 2022, vol.32, n.65, e16. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v32.n.65.s14952.

Playful activities in early childhood education is relevant, since it is one of the languages that the child uses to construct the reality. In this context, school playrooms appear, offering several possibilities of toys and games that can promote the enrichment of playful actions and articulate the school’s political-pedagogical proposal and the teacher’s practices. The objective was to analyze the playrooms present in Brazilian Centros Municipais de Educação Infantil (CMEIs). 246 academics from the Distance Education Pedagogy course from different regions of the country participated in the research. Participants went to one (or more) CMEI in their respective city and, based on the observation made in that context, they answered two questionnaires that were available online. The data analysis was organized in two axes: a) characterization of CMEI; and b) playful spaces, playrooms and pedagogical practice in the CMEIs. The results indicated that many CMEIs have playrooms or play spaces. However, they are mostly used to cover gaps in the school routine, which allows reflections on teacher training in early childhood education.

Palabras clave : Child Education; Play; Playroom; Playful Space; Teaching.

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