The ludic is part of human nature, we learn to read the world and create new possibilities for it while we play with toys and games. This research aims to investigate games, toys and playthings in students' childhood memories as poetic narratives that contain aesthetic experiences, understood as a poetics of existence itself. In this way, to think of the ludic in art and education is to seek in the roots of this development process that permeates the formation of the human being in their constant interaction with the surrounding environment, their individual and collective constructions. The initial results point to the importance of inserting discussions about ludic culture in the training of teachers, seeking that future teachers are more sensitive to these activities as legitimate forms of learning, which strengthens the construction of dialogues as bridges between the broader education field and the university.