O papel da brinquedoteca na educação infantil: o brinquedo enquanto documento

Abstract

We emphasize that toys can represent functions of mediating documents during the reading process. Thus, toy libraries are privileged places to insert playfulness, from reading, contributing to the teaching and learning of children. These places must be prepared so that the toys can be used with maximum potential. Therefore, this research goes straight to the question: What is the relevance of the toys as an educational document during reading activities at toy libraries? In this way, the general objective of the research is: to identify the relevance of the toy as an educational document during activities of reading at toy libraries. In order to meet the general objective, we can establish as specific objectives: historically contextualize the toys as educational documents and the toy libraries as educational places; to identify the activities of toy libraries; to identify the relationship between toy libraries and reading activities. It is a bibliographical and descriptive research, with a qualitative approach. It was contemplated in the theoretical basis, the historical context of the toy, the toy as a document and the toy library as a mediating place during the process of teaching and learning that makes easier to conduct the reading process. Thus, it is concluded that the toy is an important document for the insertion of activities not only for reading, but writing as itself, being able to influence the abilities and progress of the child, providing playfulness and learning. It is pertinent that librarians enhance play activities with toys by interacting with and stimulating learning at school libraries.