ACADEMIC PRACTICES: METHODS IN THE CONTEXT OF TOY LIBRARIES

Abstract

He academic production highlights the practices within the context of a toy library based on a project developed during a full degree course in pedagogy, focusing on the participation of children in a university toy library. This initiative is coordinated by teachers from public institutions, including university professors, a tutor from a private university, a teacher from the municipal public network, and pedagogy students. The theoretical framework includes the relevance of educational resources (toys), interventions in the teaching-learning processes discussed during the formative

pathways of the pedagogy course, and the applicability of knowledge in didactics. The work is structured around theoretical content as an initial axis, practices in a pedagogical laboratory space as a means, and actions that materialize in daily interactions with students and teachers. It emphasizes academic protagonism, the fusion of constructed knowledge discussed in pedagogical plans and interventions, the re-elaboration of praxis, and the creation of resources modeled after industrial products or constructed by collaborators who donated to the space. Additionally, it involves the training of professionals from multiple areas for the students participating in the project and, above all, the dedication of all individuals involved in the project.