Jogo e protagonismo da criança na educação infantil

In this article, it is analyzed how children appropriate and use playful activities(games) in a Children’s Education Center located in the city of Vitoria/ES/Brazil, in order to understand the role they establish in the relations with such cultural forms of expression. To do so, the Studies with the Daily Lifewere used as a methodological assumption. Data was produced through narratives and participant observations, for a four-month period of school insertion. The analyzes reveal that the game is lived by children inspontaneous situations and, above all, in Physical Education classes. In the first case, the children organize their own practices, predominantly of symbolic games; whereas in the classes, they act tactically, altering the games proposed by teachers according to their interests and needs. In both cases,Vygotsky social-historical perspective and Certeau’s concept of productive consumption highlighted the cultural production of the children in the relationsthey establish with the game, denoting its main role. Keywords: Game; Physical Education; Children’s education; Protagonism