O PAPEL DO COORDENADOR PEDAGÓGICO NA IMPLEMENTAÇÃO DO DIREITO AO BRINCAR NAS ESCOLAS: DESAFIOS E POSSIBILIDADES NA APLICAÇÃO DAS POLÍTICAS PÚBLICAS

The pedagogical coordinator plays a central role in articulating public educational policies and pedagogical practice, especially regarding the implementation of the right to play in Early Childhood Education institutions. This article aims to analyze, through a narrative literature review, the challenges and possibilities faced by this professional in incorporating play as a curricular axis. Seven scientific studies published between 2012 and 2024 were used, retrieved from databases such as SciELO, Google Scholar, and institutional repositories of public universities. The results indicate that although play is ensured by national guidelines and curricular frameworks, its realization depends on the coordinator’s critical, formative, and propositional performance, which still faces limitations related to specific training, work overload, and lack of time for collective planning. It is concluded that ensuring the right to play requires public policies that value and qualify the pedagogical coordinator’s role, recognizing its importance in building a democratic, playful, and child-centered Early Childhood Education.