“E não é que acabei gostando desse lugar!”

os impactos das interações e da brincadeira na Educação Infantil

Abstract

The article highlights the importance of interactions and play in the integral development of children in early childhood education. It is understood that this vision is fundamental to the construction of knowledge, promoting dialog, problem-solving and social skills such as negotiation and respect for differences. The school studied is organized as a “School of Childhood”, a concept inspired by Comenius, which prioritizes children's physical, emotional, social and cognitive development. The institution's pedagogical approach combines Childhood Pedagogy, which values the child as an active subject in the construction of knowledge, and Macunaic Pedagogy, inspired by the work of Mário de Andrade, which reflects Brazilian cultural diversity and the formation of multiple identities. The article explores Early Childhood Education from the children's perspective, analyzing their interactions and play as central elements for development. The research uses theoretical references from Vygotsky, from the Cultural-Historical perspective, and Walter Benjamin, from Critical Theory, to interpret children's actions and engagements. The methodology adopted is Narrative Research, which values children's narratives through drawings, speeches and photos, allowing for a critical and in-depth understanding of their experiences.Narrative is seen as a way of representing and studying human experience, highlighting the role of the narrating subject as someone who teaches and reflects on everyday issues. At the end, the article presents “Lessons learned” from this research, reinforcing the importance of listening to children and understanding their perspectives in order to enrich educational practices and promote more integral and meaningful child development.