Crianças, brincadeiras, brinquedos e brinquedoteca: possibilidades de (trans?)formação com estudantes de pedagogia

• Ano de defesa: 2022
• Autor(a) principal: Santos, Tatiani Rabelo Lapa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: crianças; infâncias; brincar; brinquedos; brinquedotecas e formação inicial de professores; Children; childhood; play; toys; toy libraries; initial teacher training.; CNPQ::CIENCIAS HUMANAS; Educação; Brinquedotecas; Professores de educação pré-escolar - Formação; Pedagogia lúdica
• Link de acesso: https://repositorio.ufu.br/handle/123456789/35013; http://doi.org/10.14393/ufu.te.2022.227

This Doctoral research in Education entitled Children, games, toys and toy libraries: the (trans?) formation of Pedagogy students, aimed at discussing how a formation to Pedagogy students that is focused on understanding, valuing and acting with the children in kindergarten and in the early years of elementary school can occur. Based on this general objective, we exposed in this report the importance of legitimizing the child, childhood, games, and toys as central themes in the curriculum of the Pedagogy Course; we used as methodology the bibliographic research and principles of action research, from the theoretical contributions of Thiollent (1986) and Thiollent et al. (2016). We emphasize that the methodology was developed and based on a qualitative approach, considering the subjective character of the proposed study. We adopted the following techniques and records: participant observation, production of field notes, photographs and filming of activities carried out in the toy library, and in online meetings with students. We also make use of the historical-cultural framework, based on the contributions of Vygotsky (1987, 2007, 2008 2010, 2018) and sociocultural studies (Benjamin, 2002; Manson, 2002; Bròugere, 1995, 1997, 2004 and Cohn, 2005). Through our methodological choices, we developed the present research in two moments, namely: from July 2019 to March 2020 with the organization of the Childhood and Play Laboratory of the Faculty of Education of the Federal University of Uberlândia-MG; the second moment was carried out from March 2021 to November of the same year, through participation in online classes held weekly with students of the Pedagogy course enrolled in the optional subject Expressão Lúdica, during remote teaching, developed during the suspension period of face-to-face classes motivated by the Covid-19 pandemic. During the investigation, we were able to contribute to the initial training of students of the Pedagogy Course with the theoretical references studied and with practical actions promoted with the participants, in addition to supporting them in the construction of an educational practice focused on understanding the potential of games, toys and playrooms.