“Brincar é forma de ver e conhecer o mundo': concepções docentes da brincadeira na Educação Iinfantil.

This article presents some reflections and analyzes about the importance of play and its use in the context of Early Childhood Education. The purpose of this study is to analyze how teachers working in a public elementary school in the Natal / RN municipality understand and use play in their pedagogical practices, highlighting their relevance as a pedagogical tool in the teaching-learning process in child education. The study assumed the principles of qualitative research, using as a methodological procedure the conduction of semistructured interviews with two teachers who work in early childhood education. This study is anchored in the ideas of authors who defend the importance of play in children's education such as Vygotsky (1989), Wajskop (2012, 1995), Kishimoto (2010), National Curriculum Framework for Early Childhood Education National Curriculum for Early Childhood Education - DCNEI (2010), among others. Before the analysis of the interviews with the teachers, it was evident that they understood the importance of the games and their use in the learning process. Thus, we found that both use the integrated play practices of teaching in a planned way, according to what is being studied in the classroom. Thus, we conclude that teaching in the perspective of play as developed by the teachers, favors the development and learning of the child, being the protagonist of this process. ; O presente artigo apresenta algumas reflexões e análises sobre a importância da brincadeira e sua utilização no contexto da Educação Infantil. O estudo tem como objetivo analisar de que forma professores que atuam em um centro de educação infantil da rede pública do município do Natal/RN entendem e utilizam as brincadeiras nas suas práticas pedagógicas, destacando a sua relevância como ferramenta pedagógica no processo ensino-aprendizagem na educação infantil. O estudo assumiu os princípios da pesquisa qualitativa, utilizando como procedimento metodológico a realização de entrevistas semiestruturadas com duas professoras que atuam ...