Brinquedoteca da UFPB: espaço de brincadeiras e aprendizagens – um estudo de caso

Abstract

The present work aims to understand the playfulness and its connection in the development of the child based on the work that is developed in the Toy Library of the Centro de Educação da UFPB. We used as research instruments, interview with fourteen questions applied to ten children of the toy library and a questionnaire with fourteen questions for the coordinator of the Brinquedoteca of the Centro de Educação. Playing has a great importance in the social, emotional and cognitive development of the child. Play plays a fundamental role in the child's socialization, providing learning, sharing and interacting with the other. Brinquedoteca, according to the Online Dictionary of Portuguese, is the collection of toys and various games placed in a room or a specific space to make the child stimulated to play. In this space the child has the opportunity to make discoveries, to experiment, to taste sensations and to use the imagination. The toy library came in mid-1934, Los Angeles. Santos (1997) initially aimed to minimize the theft of toys from a store near the existing school. In 1981, the first Brazilian toy library, different from the American perspective, appeared in Indianapolis, São Paulo. It was not intended to loan toys but rather a space where children could play with freedom. We conclude our study considering that the play is of paramount importance to the child, regardless of the age group in which they are, and that the playful one collaborates for the development and abilities of the child. The Brinquedoteca is a playful, fun and cheerful environment where children can interact with each other, exchange experiences and develop their skills. The work consists of four chapters. In the initial arguments we present the proposed theme, the research site, presenting the problem to be investigated in the work, the proposed objectives, the methodology used and the theoreticians who present in their theories the importance of the playful for the integral development of the child. They are: Ribeiro (1994), Almeida (1998), Cunha (2001), Kishimoto (1998), Vigotski (2001) among others. In the second chapter, a brief theoretical survey was made of the historicity of playfulness; the ludic in Brazilian legislation; child education and playfulness; historical route of the toy library and the purposes of the toy library in education. In the third chapter, we approach the methodological paths used, according to the nature of the research, of a qualitative nature. In the fourth chapter we emphasize the discussion and interpretative analysis of the results reached from the point of view of the participants of the research regarding the playful in the Toy Library.