Ribeiro, Cynara TeixeiraPinto, Lorrine Borges2022-11-102022-11-102022-06-30PINTO, Lorrine Borges. Ressignificações de professoras acerca do brincar na educação infantil: uma análise da psicologia histórico-cultural. Orientador: Cynara Teixeira Ribeiro. 2022. 128f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2022.https://repositorio.ufrn.br/handle/123456789/49730In the context of education for children, playing is recognized as an activity that boosted children's learning and development. For this reason, it is necessary that, in the school environment/teachers, it is understood as part of the planning and pedagogical practice. Thus, the present work is able to understand the resignifications of early childhood education teachers about playing from their participation in a reflective group conceived simultaneously as a training space. The theoretical framework is Historical-Cultural Psychology, especially the concepts of periodization of psychological development, main activity, meanings and experiences. Initially, a bibliographic research was carried out, published in the CAPES Portal and in the Database 2010 to 2020, with the objective of studying the works and studying in the discussion. At the same time, for the empirical survey, techniques of a qualitative nature were used, with a collaborative research being carried out, through a reflective group, and later an application of its virtual right. The group of CMEI teachers was composed of seven CMEI teachers who are discovering in Rio Grande do Norte, totaling five meetings in which they were designated as experience teachers of each one regarding education with children. The results indicate that the teachers' speeches are mostly built a posteriori: the resignification of playing based on the teachers' experiences in the following terms and as well as personal family development through the periodization of children's results; the undervaluation of playing due to routine school practices; the inclusion of play in a broader and more significant way in pedagogical practices based on the discussions held in the reflective group; Challenges and difficulties for the promotion of play as the main activity of child development due to ingrained conceptions and other obstacles that are still presented in schools. In this way, it was possible for a movement of children to re-signify the possibility of passing the relationship to children's play, which a way of functioning of children was important in moments of imagination and freedom for learning and child development.Acesso AbertoBrincarEducação infantilFormação docentePsicologia histórico-culturalmasterThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO