A concepção sobre a inserção do lúdico no ensino de matemática na proposta curricular e no projeto político pedagógico na educação infantil (ppp) no ensino da matemática na educação infantil

The present work aims to analyze, reflect and understand how the insertion of play in the Curriculum of Early Childhood Education and the Political Pedagogical Project can contribute to the good development of mathematics teaching in this type of teaching, as well as highlight relevant conceptions about the applicability of play in the education of children in early childhood. For this purpose, conceptions of authors who deal with the theme in question will be analyzed, converging their conceptions with legal instruments that govern education and the child's right to be respected and conceived as a unique being capable of building one's own appropriate teaching practices to the teaching-learning process of Early Childhood Education. The research will present descriptive typological character, cross-sectional, qualitative approach. As for descriptive typology, this will allow us to seek the analysis and understanding of the reality applied to the insertion of playful activities in Early Childhood Education, seeking to contribute positively to the solution of problems pertaining to the theme discussed.