Early childhood education and curriculum: the (non)place of playing in curricular acts

• Autor(a) principal: Pereira, Hortência Pessoa
• Data de Publicação: 2024
• Outros Autores: Santos, Fábio Viana, Manenti, Mariana Aguiar
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista JRG de Estudos Acadêmicos
• Texto Completo: http://revistajrg.com/index.php/jrg/article/view/893
• topic: Educação Infantil; Currículo; Brincar; Early Childhood Education; Curriculum; To play

The present study aims to shed light on theoretical reflections concerning the approximations and distances present in the relationship between the Early Childhood Education curriculum and the (non) place of play in curricular construction. The reflection is tensioned by a dichotomy that runs through Early Childhood Education, where, on one hand, we have the dominant and colonizing regulation of adults, conceived through the rationalization of numbers, schedules, and universalizing routines. On the other hand, we have the imaginative and inventive manifestation of play, the child's playful expressiveness, children's culture, and the felt and lived time-space.Thus, using qualitative research of a bibliographic nature as a method, the study was based on theoretical assumptions that deal with the curriculum (SANTOMÉ, 1998; SACRISTÁN, 2000 and MOREIRA E SILVA, 2013) in interface with specific discussions regarding the Early Childhood Education curriculum (OLIVEIRA, 2010, 2011), as well as in the fields of Childhood Sociology (SIROTA, 2001; SARMENTO, 2003, 2004, 2008, 2015; CORSARO, 2011) and Historical-Cultural Psychology (VIGOTSKI, 1991 ; 2008, 2014), to support discussions about the child subject and play, respectively. Starting from the contributions of the Sociology of Childhood, considering that children are part of specific realities, being able to understand and modify them, we believe that the discussion about children's protagonism is fundamental to (re)thinking the curriculum, broadening our view to in order to account for the spaces/places/times intended for children and for playing, with a view to contributing to the expansion of the debate on essential aspects of the curriculum construction of Early Childhood Education.