Jogos de Papéis como Atividade Intencional de Ensino: Mediações Histórico-Culturais na Educação Infantil

Abstract

This article presents a discussion about role-playing games as an intentional teaching activity in early childhood education, articulating the fundamentals of historical-cultural psychology and historical-critical pedagogy to present role-playing games as a dominant activity in preschool age, responsible for promoting the development of higher psychological functions. Cognitive, affective, social, and moral dimensions of play are discussed, as well as curricular implications based on the BNCC (Brazilian National Curriculum Base) and DCNEI (National Curriculum Guidelines for Early Childhood Education). It concludes that role-playing games constitute an indispensable, humanizing, and central pedagogical practice for childhood.