In interactions it is possible to play… and in playing the game is built

He present study analyzes scenarios of the act of playing in children's school, published in the document BRINCA CURITIBA (Curitiba, 2016). This document is the report of a research project of the Department of Early Childhood Education of the Municipal Department of Education of Curitiba, which was organized as a teacher training notebook to understand the right to play as a central axis of pedagogical practices. The scenarios analyzed, in a documentary research, showed how the child-child and child-adult interactions, as well as the interactions with school spaces, constitute the act of playing and characterize the game through fantasy and challenges. Thus, with the understanding that playing is a form of interaction with the world and, together with toys, produces games, we conclude that the playing scenarios are places that promote interactions and interpretative reproduction of the context in which the child lives, through the production of scenes. And these scenes are characterized by games that can be understood as narratives of the child's body. Thus, the playing scenarios can constitute the pedagogical foundation of Early Childhood Education. Keywords: Interaction. Play. Game. Playing Scenarios

Educational Games and Gamification