Culture of childhood playing in the schools: are children’s to be left behind?

• Published in: Zero-a-seis Vol. 20; no. 38; pp. 272 - 287
• Main Author: Isabel Cabrita Condessa
• Format: Journal Article
• Language: Portuguese
• Published: Universidade Federal de Santa Catarina 01.10.2018
• Subjects: Brincar e jogar; Educadores de infância; Educação Física e Artes; Identidade cultural
• ISSN: 1980-4512
• DOI: 10.5007/1980-4512.2018v20n38p272

The purpose of this article is to reflect on the role of the childhood play culture in the education of children, knowing that the play culture is a true immaterial heritage that is transmitted and that according to different theories have a fundamental place in childhood. In this sense, we proposed to do a mixed study based on the collection of opinions and experiences of childhood teacher’s from the same region (n = 70) in order to know the value given to children's play culture. We then confronted this information with the new curricula guidelines for pre-school education, currently followed in Portugal, and we tried to give a prominent place to the play as priorities of education. From an early age, in the school, educators can propose and manage practices relevant through expressions – physical education and arts (dramatic, musical and dance, visual arts) and their integration, childhood professionals can propose some relevant practices.