As relações entre jogo, estética e linguagem numa perspectiva educativa

Abstract

Considering that the context of Early Childhood Education is permeated by the concept of play, both within the scope of public policies and educational practice, this text intends to explore central categories around playfulness. Building reflections on these categories, we intend to present some analyzes establishing more specific conceptual approaches about the game, aesthetics and language. Seeking theoretical references from different anchorages, we will highlight: Sociology studies and their contributions to understanding the game in its cultural aspect; the relationships between the play and Art and language based on Philosophy; and also the relations between the game and the symbolic production/operation in Psychoanalysis. We understand that, as much as each field of study mentioned here has its own positions on the subject, the conception of the game, as an element of the training process, can be deepened as we take it away from a more pragmatic context to recover its ontological sense and its linguistic and symbolic potential.