PROCESSO DE ENSINO-APRENDIZAGEM NA EDUCAÇÃO INFANTIL E AS CONTRIBUIÇÕES PEDAGÓGICAS DAS BRINCADEIRAS

This article deals with the pedagogical contributions of playfulness in the process of teaching and learning in early childhood education, given that some studies have pointed out that although some teacherstake ownership of active methodologies at school, others still have problems in this conception and follow the line traditional. Therefore, we seek to answer the following question: What are the implications for the process of teaching and learning games for early childhood education? It aims to discuss the teaching-learning process of Early Childhood Education in the context of play. The study is characterized as a bibliographic research, carried out from January to March 2021 and follows the following steps: active search in the bases of Scielo and repositories of Brazilian public universities, bibliographic survey of existing works regarding the subject addressed literary review and record with the main ideas. To support the work, we have some theoretical contributions, such as: Maluf (2009), Horn (2004), Kishimoto (2003), Piaget (1998a, 1998b), Vygotsky (1987). The results obtained allowed us to see that early childhood education is a fundamental level of education for the student's development, and thateven during the pandemic many teachers had to face several difficulties such as facing digital tools, the lack of support by part of some families, overwork, worry, anxiety, discomfort and even stress. Therefore, the study showed that play in the context of Early Childhood Education is a very useful learning strategy for the student's cognitive, motor and intellectual development and that other teachers must diversify languages (games, games, texts, music, among others) to advance in the teaching and learning process and seek professional qualification through continuous training, to enrich their pedagogical practice.