EDUCATORS’ PERCEPTIONS OF RISKY PLAY IN CHILDHOOD EDUCATION

Abstract

The article presents the results of a research that aimed to investigate the perceptions that early childhood educators have about risky play. He understands that risk is important for the development of children as it allows them a gradual autonomy in making decisions based on risk management. This is a qualitative research that used the semi-structured interview as a methodological procedure. Dialogue with studies by Tizuko Morchida Kishimoto, Tim Gill, Maria Gabriela Portugal Bento, among others. The analysis of the data revealed that the games are part of the daily life of the institutions, however, in the great majority, they are controlled and used to teach something previously defined, which denotes a schooling perspective. With regard to risky games, their absence is observed, either due to lack of knowledge or fear of the teachers to be held responsible if the child gets hurt, reaffirming the culture of fear in force in society. The data demonstrate a legitimate concern of the teachers with the children, which generates a tension between control and protection, since, in defense of care, they end up preventing experiences whose risk may be beneficial. It concludes with the need for teacher training that raises awareness of the potential of risky play in children's development and learning.