BETWEEN GAMES AND LESSONS: REFLECTIONS ON THE INTERNSHIP IN EARLY CHILDHOOD EDUCATION IN CURITIBA

Abstract

This experience report analyzed the contribution of playful practices to the integral development of children in early childhood education, based on experiences carried out during a supervised internship in a municipal school in Curitiba. The methodology adopted was qualitative, characterized as an experience report, which allowed a deep and detailed analysis. Data were collected through systematic observations, documentary analysis of the Political Pedagogical Project (PPP) and planned pedagogical interventions, such as storytelling ("Guess How Much I Love You" and "And the Tooth Still Hurts"), artistic activities (painting, modeling and reuse of materials) and cooperative games. The results showed that the playful practices promoted engagement, creativity and collaboration, in addition to stimulating socio-emotional, cognitive and motor skills in the children. However, challenges such as material resource limitations and initial resistance reinforced the importance of detailed pedagogical planning and investments in infrastructure and teacher training. It was concluded that playing, in line with the guidelines of the National Common Curriculum Base (BNCC), is an essential structuring axis for early childhood education. In addition, the supervised internship proved to be a vital formative experience for the articulation between theory and practice, contributing to the training of reflective teachers committed to an inclusive and quality education