Playfulness and Sensitive Didactics

contributions of postgraduate research to Early Childhood Education and its connections with Basic Education

Abstract

Research conducted in postgraduate studies highlights the need for an education that values playfulness as a central element. This article investigates playfulness as an essential component of Sensitive Didactics. Through the perspective of qualitative, bibliographic research, the study reviewed academic sources available in the SciELO, Scopus, and CAPES Journal Portal databases, using criteria that prioritized relevance, theoretical foundation, and classical or contemporary contributions to the topic. The investigation is based on works by authors such as Luckesi, Brougère, and D'Ávila, emphasizing that playfulness transcends play as mere entertainment, presenting itself as an educational practice that integrates sensitivity, creativity, and interaction in the teaching-learning process. In this sense, the study sought to answer the following pertinent research question: based on the examined literature, how does playfulness foster the holistic development of individuals in their cognitive, socio-emotional, and motor aspects? The analysis reveals that playful practices promote critical and collaborative learning while also addressing challenges such as the lack of continuous teacher training and insufficient school infrastructure. The results indicate that, in addition to mediating learning, playfulness establishes significant bridges between Early Childhood Education and Basic Education, integrating cultural and technological aspects. It is concluded that the implementation of playful public practices requires robust policies, continuous teacher training, and school environments that encourage creativity and experimentation. Playfulness is advocated as a pillar for inclusive and democratic educational processes, capable of transforming learning into a meaningful, creative, and humanized experience.