TOY: CULTURAL ELEMENT AND PROMOTER OF HUMANIZATION

Detalhes bibliográficos
Autor(a) principal: Lima, José Milton de
Data de Publicação: 2012
Outros Autores: Aparecida, Larissa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Teoria e Prática da Educação (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15677
Resumo: Early childhood institutions, generally have not considered the prospect of children, that is, their ways ofunderstanding and living in the world. In this context, the toy has not been appreciated as a source ofknowledge and development of the child. This article presents results of a survey that sought tounderstand how the toy is being used in the context of educational institutions and what are the conceptsof play and children who have investigated teachers. The research, qualitative in nature, characterized asdescriptive, interpretative and sought support primarily in Cultural Historical Theory. Results revealedthat childhood educators and institutions do not dominate a solid theoretical basis that it covers the toyand play in the educational context, with clarity of their purpose. The toys, although they are used almostevery day in early childhood institutions, are not seen as elements of culture or as promoters of childdevelopment. Thus, they are used so reductionist, only for the promotion of recreational activities as ameans of employment of children in situations not systematic or even for teaching specific content bepoor, thus the educational and cultural activity. It is hoped that this article reflections raise and reinforcethe urgency of the construction of educational practices that conceive children as protagonists in theeducational process and to support the toy play activity, prime promoter of humanization in the context ofeducation for children.
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spelling TOY: CULTURAL ELEMENT AND PROMOTER OF HUMANIZATIONBRINQUEDO: ELEMENTO CULTURAL E PROMOTOR DE HUMANIZAÇÃOToyChildhoodEducationCulturebrinquedoinfânciaeducaçãoculturaEarly childhood institutions, generally have not considered the prospect of children, that is, their ways ofunderstanding and living in the world. In this context, the toy has not been appreciated as a source ofknowledge and development of the child. This article presents results of a survey that sought tounderstand how the toy is being used in the context of educational institutions and what are the conceptsof play and children who have investigated teachers. The research, qualitative in nature, characterized asdescriptive, interpretative and sought support primarily in Cultural Historical Theory. Results revealedthat childhood educators and institutions do not dominate a solid theoretical basis that it covers the toyand play in the educational context, with clarity of their purpose. The toys, although they are used almostevery day in early childhood institutions, are not seen as elements of culture or as promoters of childdevelopment. Thus, they are used so reductionist, only for the promotion of recreational activities as ameans of employment of children in situations not systematic or even for teaching specific content bepoor, thus the educational and cultural activity. It is hoped that this article reflections raise and reinforcethe urgency of the construction of educational practices that conceive children as protagonists in theeducational process and to support the toy play activity, prime promoter of humanization in the context ofeducation for children.Instituições de Educação Infantil, de modo geral, não têm considerado a perspectiva das crianças, isto é,suas maneiras de compreender e viver no mundo. Nesse contexto, o brinquedo não tem sido apreciadocomo fonte de conhecimento e de desenvolvimento da criança. O presente artigo traz resultados de umapesquisa que procurou compreender como o brinquedo vem sendo utilizado no contexto de instituiçõeseducacionais e quais são as concepções de brincar e de criança que têm os professores investigados. Apesquisa, de natureza qualitativa, caracterizou-se como descritivo-interpretativa e buscou suporte,sobretudo, na Teoria Histórico Cultural. Os resultados revelaram que instituições e educadores dainfância não dominam uma base teórica sólida que permite contemplar o brinquedo e a brincadeira nocontexto educacional, com clareza das suas finalidades. Os brinquedos, embora sejam empregados quasetodos os dias nas instituições de Educação Infantil, não são vistos como elementos da cultura nem comopromotores do desenvolvimento infantil. Dessa forma, são utilizados de maneira reducionista, apenaspara a promoção de atividades lúdicas como meios de ocupação das crianças em situações nãosistematizadas ou, ainda, para o ensino de conteúdos específicos, empobrecendo, desse modo, o valoreducativo e cultural da atividade. Espera-se com este artigo suscitar reflexões e reforçar a urgência daconstrução de práticas educativas que concebam as crianças como protagonistas no processo educativo eo brinquedo como suporte da atividade lúdica, privilegiada promotora de humanização no contexto daeducação para a infância.Universidade Estadual de Maringá2012-01-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/1567710.4025/tpe.v14i1.15677Teoria e Prática da Educação; v. 14 n. 1 (2011); 65-782237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15677/8502Lima, José Milton deAparecida, Larissainfo:eu-repo/semantics/openAccess2023-01-12T13:53:53Zoai:periodicos.uem.br/ojs:article/15677Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:22.948073Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true
dc.title.none.fl_str_mv TOY: CULTURAL ELEMENT AND PROMOTER OF HUMANIZATION
BRINQUEDO: ELEMENTO CULTURAL E PROMOTOR DE HUMANIZAÇÃO
title TOY: CULTURAL ELEMENT AND PROMOTER OF HUMANIZATION
spellingShingle TOY: CULTURAL ELEMENT AND PROMOTER OF HUMANIZATION
Lima, José Milton de
Toy
Childhood
Education
Culture
brinquedo
infância
educação
cultura
title_short TOY: CULTURAL ELEMENT AND PROMOTER OF HUMANIZATION
title_full TOY: CULTURAL ELEMENT AND PROMOTER OF HUMANIZATION
title_fullStr TOY: CULTURAL ELEMENT AND PROMOTER OF HUMANIZATION
title_full_unstemmed TOY: CULTURAL ELEMENT AND PROMOTER OF HUMANIZATION
title_sort TOY: CULTURAL ELEMENT AND PROMOTER OF HUMANIZATION
author Lima, José Milton de
author_facet Lima, José Milton de
Aparecida, Larissa
author_role author
author2 Aparecida, Larissa
author2_role author
dc.contributor.author.fl_str_mv Lima, José Milton de
Aparecida, Larissa
dc.subject.por.fl_str_mv Toy
Childhood
Education
Culture
brinquedo
infância
educação
cultura
topic Toy
Childhood
Education
Culture
brinquedo
infância
educação
cultura
description Early childhood institutions, generally have not considered the prospect of children, that is, their ways ofunderstanding and living in the world. In this context, the toy has not been appreciated as a source ofknowledge and development of the child. This article presents results of a survey that sought tounderstand how the toy is being used in the context of educational institutions and what are the conceptsof play and children who have investigated teachers. The research, qualitative in nature, characterized asdescriptive, interpretative and sought support primarily in Cultural Historical Theory. Results revealedthat childhood educators and institutions do not dominate a solid theoretical basis that it covers the toyand play in the educational context, with clarity of their purpose. The toys, although they are used almostevery day in early childhood institutions, are not seen as elements of culture or as promoters of childdevelopment. Thus, they are used so reductionist, only for the promotion of recreational activities as ameans of employment of children in situations not systematic or even for teaching specific content bepoor, thus the educational and cultural activity. It is hoped that this article reflections raise and reinforcethe urgency of the construction of educational practices that conceive children as protagonists in theeducational process and to support the toy play activity, prime promoter of humanization in the context ofeducation for children.
publishDate 2012
dc.date.none.fl_str_mv 2012-01-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15677
10.4025/tpe.v14i1.15677
url https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15677
identifier_str_mv 10.4025/tpe.v14i1.15677
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15677/8502
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Teoria e Prática da Educação; v. 14 n. 1 (2011); 65-78
2237-8707
1415-837X
reponame:Teoria e Prática da Educação (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Teoria e Prática da Educação (Online)
collection Teoria e Prática da Educação (Online)
repository.name.fl_str_mv Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com
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