WHAT IS A UNIVERSITY TOY PLAYER?
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According to item IV of Art. 16 of the Child and Adolescent Statute (1990), every child and adolescent has the right to freedom and this includes “playing, playing sports and having fun;”, and Art. 4 guarantees the right to education. All children have the right to education and to play, and for that play to occur freely and with options, the toy library exists. A space where children can express themselves through playful materials, choosing what they want to play with and how.
It is in playing that the child expresses his feelings, wishes, communicates, learns to move, walk, solve problems. Sensory-motor activities are linked to playing, it is a social activity of the child. It is the way to imagine, create, express your desires and learn.
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In the National Curriculum Guidelines for the Undergraduate Course in Pedagogy, in Article 6, item II says: II - a core of integrative studies that will provide curriculum enrichment and includes participation in: (…) b) practical activities, in order to provide experiences, in the most different areas of the educational field, ensuring deepening and diversification of studies, experiences and use of pedagogical resources; (BRASIL, 2006, p.4)
Thus, it is clear that for there to be good teaching and learning conditions, it is necessary a space that allows the undergraduate to experience the theories of education that are presented during the course. This nucleus of studies or laboratory will be able to instigate the undergraduate to elaborate new educational proposals and from the observation to understand what is better suited to the reality.
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It is necessary to understand how ludic training takes place within the university, more specifically in the Pedagogy course. Roeder (2007) presents the “need to resize the cultural value of playfulness, adding to this project the scientific character.” (ROEDER, 2007, p.45), it is this knowledge that will help to advance, so she argues that universities need to create an education that values playful culture. The university toy library comes to cooperate in this demand for valuing play and educator training.
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The university toy library aims to be, as Santos (1997, p.97) says, a space that values playing and develops playful activities, that is a pleasant environment. It can be called LABEI (Laboratory of Early Childhood Education), with a focus on applications of pedagogical practices, playful activities, interactions that develop children's culture with the valorization of Playing using games and toys to achieve the desired ends. In addition, this type of toy library should propose activities that are based on the tripod of the universities - teaching, research and extension.
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Roeder (2008) believes that the existence of toy libraries within university campuses that have a degree in Pedagogy “can enable the understanding of the real meaning of the child's playing process, as well as the expansion of studies focused on the theories and concepts that support discussions about playing to learn. ” (ROEDER, 2008, p.2426) Thus, the university playroom will be geared towards teacher training and is supported by what it calls a tripod “theoretical training, pedagogical training and playful training” (ROEDER, 2008, p.2426), these three areas together assist in the educational process of the student, valuing the playful culture.
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While playing, the child appropriates the fascinations of the real world and transforms it into rules that are part of his daily life and social relationships. To this end, LABEI intends to provide a space that provides experiences, cognitive development and learning from playing for students, children and the academic community.
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For the child, space is what he feels, what he sees, what he does in it. Therefore, space is shadow and darkness; large, enormous or, on the contrary, small; is to be able to run or have to be quiet, this is the place where you can look, read, think. The space is above, below, it is to touch or not to touch, it is loud, too loud or, a single big color or no color ... Space, then, begins when we open our eyes in the morning with each awakening from sleep, since when, with the light, we returned to space. (Fornero apud Zabalza, 1998, p.231)
Within this perspective, the creation of the Toy Library or Laboratory can bring changes and transformations in search of new attitudes towards Education in relation to the child as a historical subject.
Create a toy library:
It is to change our standards of conduct towards the child;
It is abandoning traditional methods and techniques;
It is looking for the new, not for modernism, but for
conviction of what this new represents;
It is believing in playfulness as a strategy for child development. (SANTOS, 1997, p.99)
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According to Barbosa and Horn (2012) it is essential that the educator observes the actions of children playing and the way that this development takes place and where they like to stay so that there is a spatio-temporal structure, their meanings, socio-cultural context in which they are inserted and the institution's proposal. The organization of the place should make it possible for children to be part of its construction and to actively participate in its practices.
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The act of playing must have intentionality, that is, the child as a subject under construction and the educator as a mediator and observer, who suggests materials, spaces and games to awaken his creation and his imagination, as it is in the relationship with the educator that the development process is built.
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Thus, when playing and playing, she does what she likes most, but at the same time, recognizes and reaffirms her limits, learns to control her immediate impulses, conditioning herself to the socially established rules (HORN, 2012, p.11).
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In this space, students of the Pedagogy course and teachers of the Network can take courses, workshops, practical work actions with groups of children through observation and mediation and / or activities aimed at the Teaching, Research and Extension Practice disciplines. Walking together with the teachers, producing research from situations of playing, making available the loan of books, toys and materials, thus collaborating for the teaching action, offering services to the community and stimulating playful actions among the children. The purposes of LABEI as a university playroom are for professional improvement, with the implementation of training actions for undergraduates who will be the future educators and trainers who will be responsible for leading the fundamental path of childhood, aiming at their development and learning based on the valorization of Playing.