The main objective of this article is to analyze how the construction of pedagogical practice in Early Childhood Education mediated by playfulness takes place, and what are the reflexes of the BNCC in this process. It was a documentary and field research, carried out in municipality of Moju, in a Child Education Unit, with six teachers as collaborators, who answered questions contained in semi-structured interviews. The theoretical basis of the work is based on authors such as Kramer (2003), Kishimoto (1995), Luckesi (2014, 2015), Oliveira; Teixeira; Costa (2022), in addition to normative documents for basic education such as the BNCC (2017). As for the results of the research, they indicated that the teachers have a good understanding of playfulness in Early Childhood Education, understanding this as a rich way of teaching the child and providing it with meaningful teaching through interactions, games and games, however , although the BNCC contributes in a guiding way with the ludic-pedagogical practices, supporting the planning stages until the activities are carried out, it was still identified through the reports that this document does not cover, as it should, the existing needs in the various units of early childhood education so that teachers teach playfully.
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