This article examines the conceptions of playing identified in three kindergarten teachers who teach five-year-old children at a public institution. Such conceptions are found in the reports of their experiences with memory and oral communication. After qualitative data analysis a paradox is observed in the teachers' narratives in which we find a conception of playing as related to creation, freedom, fantasy and imagination, and at the same time, the idea of playing as a pedagogical strategy.
To play; Imagination; Pedagogical strategy