Childhood and the right to play: from the didatization of the playful to the free expression of children

Abstract

This article is part of the theoretical studies carried out by the group of researchers participating in the project "Study of the profile of toy library in Brazilian Municipal Schools of Early Childhood Education". It is a bibliographical and documentary research, based on the legal guidelines on childhood (BRAZIL, 1990, BRAZIL, 2005, BRAZIL, 2005) and literature on children's education (SANTOS, 2000, POSTMAN, 2002; DAHLBERG; MOSS; PENCE, 2003; FRIEDMAN, 2005; KRAMER, 2007), among others.The study observed the childhood and the right to play. The analysis made it possible to understand that at the same time that the conception of childhood was modified in the legal documents recognizing it as a historical, social and citizen subject, the right to play also assumed new meanings such as that of essentiality in children's expressions. However, it is possible to consider that this expression. does not always find free space in the school, resulting in challenges and search for formative processes that allow the understanding of the place of play in the school, not only as a pedagogical activity, but as a free expression and language of the child Learns and develops.

Keywords

• educação infantil
• legislação
• direito de brincar