PLAYFULNESS AS PEDAGOGICAL PRACTICES IN CHILDHOOD EDUCATION, A CASE STUDY IN THE MUNICIPAL SCHOOL PROFª. MARIA EVAN DO CARMO

Abstract

In the world, as in Brazil, the act of educating is not a recent and unfinished fact, education has been present in the lives of Brazilians since the colonial period with the arrival of the Portuguese Jesuit priests in 1824. In our process of education, the first imperial constitution, granted by D. Pedro II, contemplates important aspects for education. In the Vargas era, there is an apparent concern with illiteracy, already in the military period we witnessed a capitalist expansion and with it is implanted in Brazil the so-called technicist pedagogy. In 1988, the date of the last Brazilian constitution, an education for all was established. In the 90s, the great initiative in favor of an education was given by the bias of the Law of Guidelines and Bases (LDB) 9394/96, whose proposal is established by a greater participation and performance of educational management, financing and evaluation of educational programs, such as the Basic Education Evaluation System (Saeb) composed by the National Evaluation of Basic Education (Aneb), by the National Assessment of School Performance (Anresc), known as Prova Brasil, and by the National Literacy Assessment (Ana). The new National Curriculum Base is another educational advance. Since 1990, daycare centers have ceased to exercise a merely assistentialist function in favor of a more professionalized education with regard, more specifically, to Early Childhood Education, a true springboard for the integral formation of the citizen.