2026-10-062026-10-062025-09-17LEÃO, Renata Formigosa. A ludicidade na educação infantil. Orientadora: Adelice Sueli Braga Delgado. 2025. 24 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Instituto de Ciências da Educação, Universidade Federal do Pará, Belém, 2025. Disponível em: . Acesso em:.https://bdm.ufpa.br/handle/prefix/10314This work analyzes the relevance of playfulness in Early Childhood Education, understanding play as the child's central language for the promotion of their holistic development. Through qualitative bibliographic research, the study establishes a dialogue between the theoretical framework and a Brazilian legal document. The theoretical foundation is anchored in the contributions of Vygotsky (1991), Wajskop (1995), and Kishimoto (2019), who highlight play as the main driving force of development and as a manifestation of childhood culture. A critical descriptive analysis was conducted by cross-referencing the theoretical corpus that grounded the research with the document: National Curriculum Guidelines for Early Childhood Education (2010). The analysis revealed that this legislation legally validates the role of play and interactions as structuring axes of the curriculum, thus transforming pedagogical practice. It is concluded that the intentional use of ludic activities is not an option but a theoretical and legal requirement. This approach, when applied to children in Early Childhood Education, promotes their cognitive, motor, social, and emotional development, contributing to socialization and the construction of knowledge and constituting the child's own language.Acesso AbertoLudicidadeEducação infantilBrincadeirasLegislaçãoPlayfulnessEarly childhood educationPlayLegislationCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil