This article addresses the theme of the ludic in pedagogical practice in the context of Child
Education, bringing to the reflection on the pedagogical action in the space of the classroom,
starting from the dialogue realized through the application of an intervention project in a Unit
of Child Education, in Belém do Pará, in the discipline Supervised Internship in Child
Education, of the Pedagogy course of the Federal University of Pará. The methodology used
for the elaboration of this research started from the qualitative approach, in which the
observation of reality and the record in Field Diary, where such records complement with
bibliographical research, authors and in addition to the official documents of the Brazilian
legislation dealing with the Child Education. The results indicate that the redefinition of
knowledge, and the importance in understanding the ludic role as an educational practice
where the child is seen as an active and interactive subject with regard to the process of
cognitive, social and emotional development, also contributes in relation to interpersonal
relationships with teachers and professionals of the school, parents/guardians and especially
with the children; in addition to respecting the individualities of each subject in this initial
stage of the teaching-learning process of children, the Child Education
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