Contribuições da brinquedoteca escolar para brincadeiras de faz de conta na educação infantil

Abstract

The guiding activities behind the writing of this paper resulted from my participation as a scholarship holder in an extension project entitled "Brinquedoteca Escolar: Possibilidades Lúdicas para Crianças do Ensino Fundamental" (School Toy Library: Playful Possibilities for Primary School Children), which is why I chose to write this paper in the format of a Report on Educational Practices. Its main objective is to present educational processes resulting from extension actions and to reflect on the contributions of the school toy library to make-believe play in early childhood education, focusing on the mediations carried out with class IV, with children aged between 5 and 6. It is understood that through play, children experience new perceptions about their emotions, resolve conflicts, and learn and develop important interpersonal skills. They can also understand the world around them and social rules through make-believe. Considering my experiences as a scholarship holder between May and December 2023, I carried out activities corresponding to three stages: observation, planning, and participation. In each case, intentional pedagogical practices related to make-believe were promoted in the toy library, emphasising the child as the protagonist of their learning and choices during interactions and games in it. Finally, by describing and analysing make-believe play in the toy library, moments of playfulness are identified, understanding and valuing the construction of individual identities, relationships of well-being and self-perception of self, other and us. In addition, it is possible to recognise play as an empowering agent in child development, capable of adding elements of socialisation and integration into everyday practices by using the symbolic representations expressed in games and play.