TOY: CULTURAL ELEMENT AND PROMOTER OF HUMANIZATION

Abstract

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.