' ' Research, stories and experiences have shown resulted that they prove the importance of the games and toys and its application in different contexts and stages of the development humano' '. (Tizuko Morchida Kishimoto, 1994). She is notable who the schools that possess ludoteca have shown to be the game and to the toy a powerful strategy for the construction of the knowledge, for the challenges that the playful one provides. The ludoteca in the pertaining to school space contributes for the integral development of the young child/, establishing the balance between the Real and the imaginary one, of the biggest pertaining to school satisfaction and affective balance and chance to the children to usufruct of the benefits of playing; of, still, to the child the possibility of if relating, of partilhar and contributing with pleasure for that also it gives pleasure to it, that is, to play for the pleasure to play, it stops beyond providing the opening to the involving way. The ludoteca can, also, to have positive effect for the learning process, through games, toys and tricks that stimulate the development of basic abilities and acquisition of new knowledge. The ludoteca is faced as a laboratory where professors and pupils dedicate the exploration to it of the toy and the game in terms of research and search of alternatives that make possible experiences, new methods of studies, comments, accomplishment of periods of training and spreading for the community.
' ' The idea of an education despertado for the interest of the pupil finished transforming the direction of what it is understood for pedagogical material. Each student, independent of its age, started to be a challenge the ability of the professor. Its interest started to be the force that command the process of the learning, its experiences and discoveries the engine of its progress and the professor a generator of estimuladoras situations and eficazes' '.