Ludic-aggressive play in Early Childhood Education

This study analyzes the representations of adults and children regarding ludic-aggressive play in Early Childhood Education, considering it as a fundamental practice for socialization processes and the production of children’s cultures. The ethnographic research was conducted in a Municipal Early Childhood Education Center (CMEI) in Vitória, Brazil, with data collected through narratives, interviews, videos, and field diary records. Participants included two Physical Education teachers, 40 children aged 4 and 5, a secretary, a pedagogue, and the school principal. The analysis identified three main categories: (in)safety in play, perception and recording of reality. The findings showed that the teachers’ representations reflected a culture of care, initially grounded in a traditional perspective, which gradually evolved into a more understanding and tolerant approach as they recognized the importance of play for learning and social interactions. The results highlight that, in alignment with the guiding axes of the Early Childhood Education curriculum, ludic-aggressive play fosters the development of socio-emotional skills, coexistence with differences, and expression through multiple languages. This study emphasizes the need to value these practices in pedagogical planning, recognizing children’s agency and playfulness as essential elements of education.