Território brincante: práticas de lazer na brinquedoteca do Instituto Federal do Rio Grande do Norte-Campus Centro Histórico

Abstract

Playrooms are a space that can be understood as a playful territory that favors and stimulates children's development, enabling the most diverse experimentation in the world of play, toys and games Cunha (2010). According to Francisco (2015), the term territory goes beyond the borders of different nations and is defined by the idea of possession, dominion and power. Based on this thought, we will condition the term toy library, which we call Território Brincante (Playing Territory). In this sense, it is understood that the toy library can be considered a playful territory. The main aim of this research is to learn about leisure practices in the playful territory of the toy library at the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN, Campus Centro Histórico. As specific objectives we sought to: a) Identify which leisure practices are offered and how they are classified; b) Find out how the space of the toy library at the Centro Histórico Campus is appropriated by visiting students; c) Relate the intersections between professionals (socio-cultural animators and managers) and the IFRN toy library. The methodology was based on bibliographical research, using works such as articles, theses, dissertations and websites, looking for information already produced on the object of study. We brought in discussions by other authors who contributed to the foundation and development of the research. The progress of the research took a qualitative approach based on Gonsalves (2005), seeking to understand individual behavior and experiences of lived leisure practices, considering the existence of a dynamic relationship between the real environment and the subject in question. The study procedures used field research through semi-structured interviews and observations with the writing of a field diary, in order to obtain information about the research object in question. The technique used to analyze the data was content analysis (BARDIN, 2011), in which we present the following categories: 1) Career path; 2) Understanding/playground; 3) Professional relationship with the space; 4) Understanding leisure; 5) Evaluation of practices. The main findings were relevant to the professional who works in the playroom as a physical space and facilitator of leisure practices. Based on the analysis, it was possible to identify that leisure practices are developed in the playroom by professionals who are constantly seeking improvement. The playroom is a space that is literally occupied in a wide variety of ways, in construction, games, reading, storytelling and other forms of occupation.