Aprendizagem e ludicidade: o uso da brinquedoteca como espaço e recurso pedagógico da aprendizagem

Abstract

This article aims to emphasize the logic of play, the advances and the importance of play activities, as well as daily practices in the toy library, taking into account the alternative space of learning. Through the bibliographical review, it has as an instrument of analysis book and scientific articles on the topic approached. The theoretical contribution is based on authors such as Paulo Freire (1997), Vygotsky (1988), Piaget (1984), Cunha (1997), Castoriadis (1982), Rizzo (2001), Coelho Maluf (2003), Vanderlinde (2011), Carvalho (2011) and Coberta; Zanella (2011) that deal with the child, the learning process and the play, as well as the toy library as a tool for its development. In summary, the toy library promotes the elaboration of knowledge in the face of many experiences in play and practical activities. For the play space enriches the interaction and relationship between children, having an indispensable pedagogical role in the school environment, aiming to contribute to the information in the dialogue and reflection about the "toy library as a learning space".