A BRINCADEIRA COMO ESTRATÉGIA DE ENSINO-APRENDIZAGEM NA EDUCAÇÃO INFANTIL

This article aims to discuss play as a teaching -learning strategy in early childhood education. For this, we refer the following problem: “How has the formative processes of students in the pre-school phase of early childhood education been approached in the context of play?”. Its general objective is to discuss the role of play in the training processes of students in the preschool phase. The research is characterized as a bibliographic research, carried out from January to March 2021 and the following steps are followed: Selection of material, literary review and record. We had as theoretical contributions the studies of Lima (2013); Kishimoto (2001), Vergnhanini (2011), Oliveira (2000), in addition to other official documents such as: the Law of Guidelines and Bases of National Education -LDB (Brazil, 1996), the National Curriculum References for Early Childhood Education -RCNEI ( Brazil, 1998), the National Common Curricular Base (BNCC, 2017). The results show that playfulness enables a meaningful learning, as long as thegames are planned, elaborated and meet the proposed objectives, thus saving the teacher, as mediator, to act in an active and pleasant way. It is expected that professionals in the area will arouse through play, the taste for playfulness, since their contributions promote the teaching-learning process and favor the child's intellectual and social physical development.