O que fazemos enquanto as crian?as brincam? Os modos de atua??o do/a professor/a em rela??o ? brincadeira na educa??o infantil

This paper presents some reflections concerning the performance of the teacher in relation to the playing in the early child education, result of worries that arose during an internship experience held during the months of May and June 2016 in a public child education institution of the Educational network of Chapec? ? SC. The internship was held with 21 Pr? 1 (Kindergarten 1) students at the age between 4 and 5 years. The goal was to investigate the performance of the child education teachers concerning the play activities based on internship experiences and theoretical references of the field. Theoretical contributions from authors such as Broug?re (1995) and Vygotsky (2008, 2009), among others, have made it possible to expand our knowledge about the importance of play activities for children. It was pointed out that the teacher has an important role in the organization of space / time and materials for the organization of the play activities, as well as in its expansion, diversification and complexity during the stay of children in early childhood education. At the end of the study, it was concluded that although our insertion in the institution occurred for a short period, there was much evidence of the lack of clarity about the importance of playing in the processes of social, cultural and integral development of children.Neste trabalho s?o apresentadas algumas reflex?es a respeito da atua??o do/a professor/a em rela??o ? brincadeira na educa??o infantil, fruto de inquieta??es que surgiram durante uma experi?ncia de est?gio realizado durante os meses de maio e junho de 2016, em uma institui??o de educa??o infantil p?blica, vinculada ? rede de ensino do munic?pio de Chapec? - SC. O est?gio ocorreu junto a um grupo de Pr? I, composto por 21 crian?as, com idades entre quatro e cinco anos. O objetivo foi o de investigar, a partir de experi?ncias do est?gio e em di?logo com referenciais te?ricos da ?rea, os modos de atua??o do/a professor/a de educa??o infantil em rela??o ? brincadeira. As contribui??es te?ricas de autores como Broug?re (1995) e Vigotski (2008, 2009), entre outros, possibilitaram ampliar nosso conhecimento sobre a import?ncia da brincadeira para as crian?as. Evidencia-se que o/a professor/a tem um importante papel na organiza??o de espa?os/tempos e materiais para a constitui??o da brincadeira, assim como em sua amplia??o, diversifica??o e complexifica??o ao longo da perman?ncia das crian?as na educa??o infantil. Ao finalizar o trabalho, conclui-se que, embora nossa inser??o na institui??o tenha ocorrido por um curto per?odo, obteve-se muitos ind?cios da falta de clareza sobre a import?ncia do brincar nos processos de constitui??o social, cultural e no desenvolvimento integral das crian?as