Diretrizes curriculares nacionais para a educação infantil (2009): repercussões nas produções acadêmico-científicas brasileiras que abordam o brincar nas creches e pré-escolas

Abstract

This work aimed to analyze the repercussions of the National Curriculum Guidelines for Early Childhood Education − DCNEI (2009) in Brazilian academic-scientific productions that address the theme of playing in day care centers and preschools, intending, specifically, to present the concepts of play present in the productions Brazilian academic-scientific institutions from the promulgation of the guidelines, from the year 2010 to the year 2022; to investigate, from the conceptions about playing, how this activity has been happening in the daily life of day care centers and preschools according to the productions found, and to identify the main challenges pointed out by the analyzed works, which prevent games from becoming the guiding axes of practices in EI. The theoretical assumptions of the work are based on a Historical Cultural perspective of Vygotsky (1995, 2000, 2008, 2010, 2018) and his collaborators, Leontiev (2004, 2010), Luria (2010), Elkonin (2009) and contemporary authors such as : Barbosa (2016, 2020), Duarte (2004), Mello (2007, 2010, 2015), Mukhina (1996), Prestes (2012) among other authors who contributed to the research. The official documents of the main legislations that govern Early Childhood Education in the country were also used, tending to its curricular organization. To contextualize the research problem in order to broaden the understanding of games and how they have been seen in research, a bibliographic survey was carried out on research platforms: Google Scholar, Revista Scientific Electronic Library Online (SCIELO) and Research Gate. From the methodological point of view, this work is a bibliographical research, based on the analyzes carried out and extracted from the state-of-the-art survey following the following inclusion criteria: the text should be a scientific article; the year of publication is within the time frame established by the research; The article should present, through the title, play in Early Childhood Education. The summary should address the DCNEI (2009). According to the specific objectives of this work, the text analyzes were divided into three categories: The conceptions of play; Pedagogical practices; Challenges. As a result, it was observed that sometimes play is still seen as a natural human activity, opposing the conception of this activity as a social practice, essential for development and learning, especially in childhood, also found in the analyses. It was also observed that playing still needs to be better developed within Early Childhood Education institutions, taking into account the guiding axes of DCNEI (2009) which are interactions and games, thus ceasing to be seen or used only for didactic purposes or prize for good behavior.