This article presents the results of an academic study that investigated whether early childhood
education teachers at a daycare center in the Zona da Mata Norte of Pernambuco have adopted
a playful praxis. As regards the methodological procedures, a qualitative approach was chosen.
Data were collected through two pedagogical workshops and analyzed using the categorical
thematic technique of Content Analysis. The results of the investigation led to an understanding
of the possibility of the presence of playfulness at different times in the context of Early Childhood
Education and in various actions carried out by the teachers. We conclude that there is a myriad of
possibilities for using playful activities, provided these activities converge to a praxis that values the
child’s joy, wholeness, and completeness.