Search

The article is based on the defense of full-time integral education in early childhood education and aims to contribute to broadening the debate in this field by taking as object the playing of the 05 years old children in a municipal school, in which they remain 08 hours daily. As a guiding question, one inquires about the configurations of these children's playing in the Full Time School (ETI). The theoretical framework establishes a dialogue with authors of the Sociology of Childhood who recognize the centrality of the playing as constitutive of children's cultures, and authors of the field of Geography that discuss territory and territoriality. Twenty-two children participated in the study and, in order to capture the settings of the play, the data used were collected from daily observation of the school, analysis of documents and conversation groups with children. The analysis highlights the tensions between children's cultures and territorial borders, which seek to conform the playing of children in the ETI. The results indicate the school form present in the settings of the playing and the escapes, propitiated by the practices of the playing in the territory/territoriality imbrication. The conclusions allow us to reflect on the need for full-time recognition that playing is part of the culture of children, has a centrality in childhood, and therefore is a right of the children. [ABSTRACT FROM AUTHOR]