The present work has as its theme "The playfulness in the National Common Curricular Base in
Early Childhood Education". The playful is present in the daily life of the child, being considered
important for its development, because the playfulness is a behavior of the child. The research had
as general objective to analyze the conceptions of playfulness and how it appears in the National
Common Curricular Base. To this end, we had as guiding questions the following doubts: how is the
term playfulness defined in the document National Common Curricular Base? And what fields of
experience contemplate it? To understand how the theme is approached within the document, a
bibliographic and documentary research was carried out. Reviews of the specialized literature on
the definition of playful, analysis of some Course Conclusion Works (TCC) developed at the
campus of Tocantinópolis UFT, and analysis in the document the National Common Curricular
Base were carried out. In view of the analysis, it is concluded that both in the reviews in specialized
literature and the document the National Common Curricular Base brings a broad definition of
playfulness not restricted only to games and games, and that playfulness is contemplated by all
fields of experience, since the way it behaves in the face of the suggested play is what says whether
or not the game is playful. The literature shows us that playfulness is important and indispensable
for the development of the child, since the completion works of analyzed courses show the
importance of the playful and the need to be used appropriately in schools and that the playful
activities proposed by educators allow children to have a significant development, thus providing
the construction of its autonomy. However, it is important to emphasize that the professional must
be prepared to develop the activities with the children, taking into account the age group and the
pace of learning of each student.
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