O presente artigo foi elaborado a partir de estudos do grupo sobre Vigotski e Marx do LIEPPE para defender a pertinência da Psicologia Histórico-Cultural, perspectiva teórica capaz de subsidiar a compreensão das relações entre Psicologia e Educação, de modo a instrumentalizar a prática de psicólogos/as e professores/as. Apresenta os pressupostos teórico-metodológicos que orientam o estudo, delineando quatro teses, resultantes de um amplo trabalho de síntese. Propõe a concepção materialista histórica dialética que permite tanto superar concepções hegemônicas de Psicologia que, tradicionalmente, buscam as causas do fracasso escolar nos processos individuais, quanto concepções que abdicam de sua especificidade teórico-metodológica como ciência, privilegiando a denúncia dos problemas do contexto escolar em detrimento da instrumentalização conceitual dos processos pedagógicos. Essa perspectiva possibilita aos/às trabalhadores/as da Psicologia Escolar uma atuação comprometida com a emancipação humana, que só será alcançada por meio da superação do modo de produção capitalista rumo à construção de uma nova sociedade.
This article aims to make notes on the playroom, as a didactic laboratory, in the education of the pedagogue. About the playroom and the public policies in education for the education of the pedagogue, it is noteworthy that the official documents, such as curricular guidelines and course evaluation instruments, present superficial information about the role of the playroom. In order to construct a minimally compromised proposal for a university playroom/toy library, it is necessary to analyze the official documents that support the practices in early childhood education in order to understand the conception of childhood. Allied to this issue was the absence of reference or classification of types of playroom, as well as a common conception. From the data of the research presented, the idea that the relationship between toy library and teacher education is still under construction is reinforced. Finally, the contributions of Historical-Cultural Psychology highlight the importance of play for development as a central activity in the process of formation of the child psyche.
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