Resumo

KISHIMOTO, Tizuko Morchida. Brinquedos e materiais pedagógicos nas escolas infantis. Educ. Pesqui. [online]. 2001, vol.27, n.02, pp.229-245. ISSN 1517-9702.

The importance of toys and pedagogical materials, their use and signification for professionals in child education working with 4-6 year olds, justified a survey-like research study that took place between 1996 and 1998, and which was accompanied by ethnographic resources. Authors such as Brougère, Nóvoa, Forquin, and Oliveira-Formosinho made clear that the organization of routine, physical space, objects, and educational materials within a school for children influence its users’ representations, determining in part the manner in which adults and children feel, think, and interact in this space, defining forms of socialization and appropriation of culture. The present work intended to diagnose, through data collection, interviews and observations, the conceptions underlying the choice and use of toys and pedagogical materials. The results indicate that child education in the school network investigated demonstrates conceptions of children with no autonomy and the acquisition of contents as the objective of child education. The classroom emerges as the workplace, and the playground as the ludic space. It is the model of basic education that prevails in the physical space, routine, selection of materials, and in the adult-child interaction. In accordance with the perspective of schooling, the most significant toys and pedagogical materials are the so-called educational materials, graphical, and communication materials for the classroom, and the physical education materials for the external space. Toys that stimulate symbolism and socialization, such as games of pretending, building, and socialization appear in insignificant percentage, pointing to the little value given to symbolic representation and to playing.

Palavras-chave : Toys; Pedagogical Materials; Child Education; School Culture.

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