<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122024000100304</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v29.e024011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Brinquedotecas na saúde e na educação: desafios contemporâneos]]></article-title>
<article-title xml:lang="en"><![CDATA[Health and education toys librarys: contemporary challenges]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Sirlândia Reis de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Recôncavo da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122024000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122024000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122024000100304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As brinquedotecas, sejam na saúde ou na educação, ainda carecem de esclarecimentos acerca da sua função e seu potencial para o processo de desenvolvimento humano, em especial na fase da infância. No hospital o desafio está no reconhecimento desse espaço como promotor de saúde e por consequência na organização, sobretudo na permanência desse espaço no hospital. Na educação o desafio está na ausência do direito de brincar como parte das experiências infantis, bem como o seu potencial para a aprendizagem e desenvolvimento, mas o foco da ausência do brincar na escola está muito conectado a ausência do reconhecimento da brinquedoteca no processo de formação do Pedagogo. Neste sentido, este trabalho tem como objetivo discutir os desafios contemporâneos que a brinquedoteca ainda precisa vencer na saúde e na educação. Assim, foi realizada uma pesquisa de natureza qualitativa, compreendida como um ensaio de um levantamento bibliográfico. A partir do levantamento foram analisadas as seguintes categorias: 1. Brinquedoteca; 2. Brinquedoteca Hospitalar e 3. Brinquedoteca na Escola, das quais, com base em critérios de inclusão (Conceito de brinquedoteca e desafios atuais na saúde e educação) foram selecionados quatorze referenciais teóricos sobre brinquedoteca; brinquedoteca hospitalar e brinquedoteca na escola. Sobre brinquedoteca, verificamos que há uma diversidade de tipificação que pode ser organizada a partir do contexto, da faixa etária e do funcionamento. Na brinquedoteca hospitalar, a partir da Lei Federal 11.104/2005, os resultados apontam a necessidade de considerar a importância do brincar como meio de humanização e assistência à saúde, bem como a busca constante de equilíbrio saudável e prevenção ao estresse causado pela hospitalização. Já na brinquedoteca nos espaços de educação, há necessidade de favorecer o brincar na educação básica, mas conforme os dados dos referenciais teóricos levantados, merece destaque considerar a brinquedoteca como um critério de qualidade na formação de Pedagogo, para que na prática pedagógica possa favorecer as experiências do brincar no cotidiano da escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The toys librarys, whether in health or education, still lack clarification of their function and their potential for the human development process, especially in childhood. In the hospital the challenge lies in the recognition of this space as health promoter and as a consequence in the organization, especially in the stay of this space in the hospital. In education the challenge is in the absence of the right to play as part of children's experiences as well as its potential for learning and development, but the focus of the absence of playing in school is very connected to the absence of recognition of the toy library in the training process of Pedagogue. In this sense, this work aims to discuss the contemporary challenges that the toy library still needs to overcome in health and education. Thus, a qualitative research was carried out, understood as an essay of a bibliographic survey. From the survey the following categories were analysed: 1. Toy Library; 2. Hospital Toy Library and 3. Toys Library at the School, of which, based on inclusion criteria (Concept of toys and current challenges in health and education) fourteen theoretical references on toys were selected; hospital toys and toys at school. About toys, we find that there is a diversity of typification that can be organized from context, age and operation. In the hospital toy library, starting with Federal Law 11.104/2005, the results point to the need to consider the importance of playing as a means of humanization and health care, as well as the constant search for healthy balance and prevention of stress caused by hospitalization. Already in the toy library in the educational spaces, it is necessary to favor the play in the basic education, but according to the data of the theoretical references raised, it is worth emphasizing to consider the toy library as a criterion of quality in the formation of Pedagogo, so that in the pedagogical practice can favor the experiences of playing in the daily school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Brinquedoteca hospitalar]]></kwd>
<kwd lng="pt"><![CDATA[Brinquedoteca escolar]]></kwd>
<kwd lng="pt"><![CDATA[Direito de brincar]]></kwd>
<kwd lng="en"><![CDATA[Hospital toy library]]></kwd>
<kwd lng="en"><![CDATA[School toy library]]></kwd>
<kwd lng="en"><![CDATA[Right to play]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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