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Oral Communication V Creativity and Diversity in Ludic Areas
Coordination: Leila Lira Peters
3072 Social Toy Library: promotion of the Ludic in Children’s Education
Junio Adao Ribeiro Leite; Maria Lucia Monteiro Guimaraes; Carla Mercês da Rocha
Jatobá Ferreira; Gilcimara Nazare Rodarte – Brazil ( junioemufsj@gmail.com )
The Social Toy Library is the outcome of the Course of Pedagogy for
the Childhood Education distance learning modality, realized by means
of an inter-institutional consortium between the Universities, called
Pro-Formar Consortium, which aims to provide coverage and expansion
of the teacher training policies, for the childhood education,
strengthening the importance of play during the initial education of
the individual. Considered as a laboratory and as a space of observation,
the Social Toy Library constitution has, as its main objective, to
assist for the dissemination of knowledge about the promotion of ludic
and play spaces for childhood education, with relation to the teachers
training and the exchange of knowledge, and also about the human
3063 Currents, styles and types of activity in a school toy library: a case study
Leila Lira Peters – Brazil ( leilapeters@yahoo.com.br )
The objective of this study is to present part of the data of a doctoral
thesis that intended to understand how the play is constituted in
a toy library. This was done through the analysis of the meanings attributed
to playing and to the toy library, to the experiences and the
learning which were experimented and to their contributions to the
training process of the persons involved. It was based on the principles
of playing (Brougère, 2005) and on the understanding of the human
constitution, of the apprenticeship and of playing in the historic-cultural
psychology. The part which is to be related refers to: 1) the debates
on the different currents of toy libraries found in the bibliography and
in sites consulted by the author, herein named “Anglo-Saxon”, “Latin”
and “Latin-American”; 2) the brief summary of each one’s historic; 3)
how traces of them appeared in the day-by-day of the school toy library
investigated. This research was made with students from the first
to the fourth grades who frequent the toy library during the class hours,
and with the pedagogical team of a municipal school in Florianopolis,
Brazil. The sources of information were: interviews, documents concerning
the toy library and the students, and registers in videos of the
day-by-day of the toy library. The analysis of the signs (Ginzburg, 1980)
and discourse (BakhtinVolochínov) evidenced the multiple social voices
formation, starting from its utilization, as rightful citizens, by the public
from childhood education and the first years of elementary school. Located
in Tijuco, a community in the outskirts of São João Del Rei, it is
supported by the Program of Education and Social Development, and
its methodological proposal includes actions aimed at consolidating
play and the rescue of the ludic, with issues concerning ethnical and
gender diversities, among others, considering the ludic in the citizen
formation, contributing then to the education for life, giving meaning
to the world and the reality around us, relying on their history as well as
on their cultural reality.
in the discourse of the individuals and translated their conceptions of
play as a free and guided activity, and about the school toy library, as
a place for learning. It also appeared that, even if the professionals involved
did not have knowledge about the subject, clues from the toy
libraries currents were evidenced in the style (Clot, 2008) developed
by the teachers during the action with their groups, in this space. We
found signs of the Anglo-Saxon current in the choice of activities and
in the manner of organization (with educational purposes) in the third
grade. In the fourth grade class, we identified a closer relationship with
the Latin-American movement (by the involvement of issues related
to the community and local culture). In the second grade (through the
children’s freedom in exploring the ludic possibilities of the toy library),
the Latin current seems to be evidenced, even when we initially found
traces of the Anglo-Saxon current in the construction of the book. And
in the first grade, we found elements from the Latin current (by the freedom
in offering to participate to the lane activities); and, at the same
time, from the Latin-American movement (by rescuing
the “ecological” way of making toys, as in previous generations).
However, we also found traces of the Anglo-Saxon
current (in the memory game designed in
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