CONCEPTUALS AND PEDAGOGICALS DIFFERENCES BETWEN THE TERMS “BRINCADEIRA” AND “PLAY” IN BRAZIL

Abstract

This paper is part of titular thesis whose objective was identify the theorical diferences between “brincadeira” and “play” concepts, the role of both in the children learning and implications in pedagogical practices in Early Childhood Education. The Cultural-Historical Theory grounded the theorical research and the genetic-method in the methodology from the bibliographic survey in books and scientific articles about “brincadeira” and “play” and russian authors only about “play”. The results showed that the “brincadeira” is the children from zero to three years old’ main activity, unlike that is adopted in the área for every chindren in the Childhood Education in Brazil. The concept “play” discussed in the Cultural-Historical Theory, generally translated by “brincadeira”, unlikely appertain to “role play”, which was evidenced as the children from three to six years old’ main activity. The importance of this results for the childrens’ learning confirm the centrality of the ludic aspect in the contents of chidhood education but distinguishing them by their specificities, in other words, the “brincadeira” as main activity children from 0 to 3 years old’ children needs to evolve to children from 3 to sis years old’ role play, once both are essencials for their development from involuntaries activity to voluntary ones. The implications for the pedagogical practices foccus in the teachers’needs to know about de role play and includ it in the children form 3 to 6 years old’activity, helpping them to develop autonomy, volitional activity and selfcontrol of their atitude.