Ludic is a topic of great relevance when ones decide to talk about children's development and
learning. It is a central element in the processes of human socialization, not only during
childhood but also throughout the different stages of life. It can occur spontaneously and also
follow previously agreed rules. This article intends to discuss the play using a cultural
approach, contemplating its role in the pedagogical work carried out in preschool education.
The research activities were developed through the subjects Early Childhood Education
Internship 1 and Early Childhood Education Internship 2, curricular components necessary to
complete the Pedagogy course at Miracema Campus of the Federal University of Tocantins
(UFT). The development of the study was guided by the central question: how does the
playful experience develop in the municipal internship institution? As research objectives we
had: conceptualizing the term play and its relevance for pedagogical work in early childhood
education. The specific objectives include: identifying what the main legal provisions that
regulate early childhood education say about play in pedagogical work; verify how play is
present in the daily life of early childhood education, through observations carried out during
curricular internship activities; identify whether class planning includes playing as a
pedagogical activity, intentionally developed in order to contribute to children's learning. The
research is based on a qualitative approach, referenced in an autobiographical narrative,
developed in the field diary, produced during the curricular internship. As results we verified
that teachers and the other professionals, despite having adequate training for the area of
activity, do not actually understand the centrality of play for the pedagogical work of
preschool, resulting in an anticipation of the literacy process.
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