A brinquedoteca universitária da UFAL Campus do Sertão como espaço de desenvolvimento formativo: relatos de experiência

Abstract

The present study we propose aims to provide an approach to the university playroom as a space for formative development. The discussion stems from the lived experience of the undergraduate and monitoring activities in the playroom at Ufal, Sertão campus, as active participation in activities carried out in the space had a significant impact on the academic and professional training of the students who experienced it as monitors. In this sense, we recognize the importance of reflecting on how this space contributes to the integral development of both children and adults. Understanding the need for a deeper exploration of the topic, the research seeks to analyze whether the activities developed in the playroom at Ufal - Sertão impacted the formative development of the students (monitors), especially when these activities were directly conducted with the children attended in the space. As a methodological approach, qualitative research was adopted, using a case study of the university playroom, opting for self-report as a way to capture the individual perceptions of those involved. To support this article, we used theoretical foundations from authors such as Ariès (2006), Brougère (2010), Cunha (2010), Kishimoto (2011), Moreira (1994), Vygotsky (2007), Wallon (2007), among others. The results reveal the significant impact of the university playroom on the training of Pedagogy students, highlighting the skills acquired and the experiences lived in the playroom as a reflection of the learning and development aspects that influence the students' pedagogical practice.