Brincar na escola em tempos de pandemia da COVID-19: observações e relatos de uma experiência

Abstract

This study aims to report and discuss how the right to play, which is each children’s fundamental right, was carried out in the return of on-site classes during the time of the Covid-19 Pandemic, which games were played and how the interaction between children happened during practices, considering the fact that health and distancing protocols were established. The observation happened in an Early Childhood Education Center in Natal-RN. The present research was conducted through qualitative methodology with a socio historical approach through an experience report, drawing on bibliographical research for theoretical input. The main authors for this study are Kishimoto (2017), Borba (2007), Moyles (2002), Vygotsky (1987). In the light of the studies carried out, what can be seen is that the right to play is fundamental in children’s lives and that games that happen in school enable the development of their motor, cognitive, social and emotional capacities. In other words, it helps them with their full development. Thus, to meet the rights and needs of the children, the schools had to rethink and adapt its practices.