A look at geographies of childhood from the analysis of schoolyards

Detalhes bibliográficos
Autor(a) principal: Saiz-Linares, Ángela
Data de Publicação: 2022
Outros Autores: Ceballos-López, Noelia
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/9886
Resumo: This article analyzes the experience of students from different schools in Cantabria (Spain) in outdoor school spaces. The analysis on how these children use, interpret and relate to childhood was carried out by trainee teachers. Methodologically, this is considered a qualitative research. Forty-seven centers and teachers in training from the University of Cantabria have participated and we have used innovative strategies such as map-making. We found that the playgrounds analyzed were designed with little focus on the characteristics and needs of children, with non-stimulating and stereotypical elements and environments and with little connection to nature. We conclude that attention needs to be paid to children as expert informants about their own play.
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spelling A look at geographies of childhood from the analysis of schoolyardsUna mirada a las geografías de la infancia desde el análisis de los patios escolaresUn regard sur les géographies de l’enfance à travers l’analyse des cours de récréationUm olhar sobre as geografias da infância, analisando os parques infantis da escolaGeoeducational spacePlaygroundGameEspace géoéducatifCour de récréationJeuxEspacio geoeducativoParque infantilJuegoEspaço geoeducacionalParque infantilBrincadeiraThis article analyzes the experience of students from different schools in Cantabria (Spain) in outdoor school spaces. The analysis on how these children use, interpret and relate to childhood was carried out by trainee teachers. Methodologically, this is considered a qualitative research. Forty-seven centers and teachers in training from the University of Cantabria have participated and we have used innovative strategies such as map-making. We found that the playgrounds analyzed were designed with little focus on the characteristics and needs of children, with non-stimulating and stereotypical elements and environments and with little connection to nature. We conclude that attention needs to be paid to children as expert informants about their own play.Este trabajo analiza la experiencia del alumnado de distintas escuelas de Cantabria (España) en los espacios escolares externos, a través del análisis que realizan los maestros en formación sobre cómo usan, interpretan y se relacionan con la infancia. Metodológicamente, se encuadra en el ámbito de la investigación cualitativa, con la observación de 47 centros y maestras en formación de la Universidad de Cantabria, y estrategias innovadoras como el Map-making. Encontramos que los patios analizados responden a un diseño que poco enfoca las características y necesidades de la infancia, con elementos y ambientes poco estimulantes y estereotipados y una escasa relación con la naturaleza. Concluimos que hay que considerar a la infancia como un informante experto acerca de su propio juego.Cet article analyse l’expérience que les élèves de différentes écoles de Cantabrie (Espagne) ont des espaces scolaires extérieurs, à travers l’analyse que les enseignants stagiaires effectuent sur la façon dont ils utilisent, interprètent et se rapportent à l’enfance. Sur le plan méthodologique, ce travail s’inscrit dans le cadre d’une recherche qualitative. Quarante-sept centres et enseignants en formation de l’Université de Cantabrie y ont participé. Nous avons eu recours à des stratégies proches de la recherche qualitative, comme l’observation participante, et à des stratégies innovantes comme la réalisation de cartes. Nous avons constaté que les aires de jeux analysées avaient été conçues en tenant peu compte des caractéristiques et des besoins des enfants, avec des éléments et des environnements non stimulants et stéréotypés, et sans grand rapport avec la nature. Nous concluons qu’il est nécessaire de prêter attention aux enfants en tant qu’informateurs experts de leurs propres jeux.Este trabalho analisa a experiência de alunos de diferentes escolas da Cantábria (Espanha) em espaços escolares ao ar livre, através das análises de professores estagiários sobre como utilizam e interpretam esses espaços, bem como sobre a forma como estes os devolvem à infância. Metodologicamente, enquadra-se no âmbito da pesquisa qualitativa, com a observação de 47 centros e professores em treinamento da Universidade de Cantábria, e de estratégias inovadoras como a elaboração de mapas. Constatamos que os espaços analisados foram projetados com pouco foco nas características e necessidades das crianças, com elementos e ambientes não estimulantes e estereotipados, e com pouca conexão com a natureza. Concluímos que as crianças devem ser consideradas como informantes competentes para falar sobre suas próprias brincadeiras.Fundação Carlos Chagas2022-12-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/9886Cadernos de Pesquisa; Vol. 52 (2022); e09886Cadernos de Pesquisa; Vol. 52 (2022); e09886Cadernos de Pesquisa; Vol. 52 (2022); e09886Cadernos de Pesquisa; v. 52 (2022); e098861980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCspahttps://publicacoes.fcc.org.br/cp/article/view/9886/4546Copyright (c) 2023 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSaiz-Linares, ÁngelaCeballos-López, Noelia2023-12-08T14:54:38Zoai:ojs.publicacoes.fcc.org.br:article/9886Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2023-12-08T14:54:38Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv A look at geographies of childhood from the analysis of schoolyards
Una mirada a las geografías de la infancia desde el análisis de los patios escolares
Un regard sur les géographies de l’enfance à travers l’analyse des cours de récréation
Um olhar sobre as geografias da infância, analisando os parques infantis da escola
title A look at geographies of childhood from the analysis of schoolyards
spellingShingle A look at geographies of childhood from the analysis of schoolyards
Saiz-Linares, Ángela
Geoeducational space
Playground
Game
Espace géoéducatif
Cour de récréation
Jeux
Espacio geoeducativo
Parque infantil
Juego
Espaço geoeducacional
Parque infantil
Brincadeira
title_short A look at geographies of childhood from the analysis of schoolyards
title_full A look at geographies of childhood from the analysis of schoolyards
title_fullStr A look at geographies of childhood from the analysis of schoolyards
title_full_unstemmed A look at geographies of childhood from the analysis of schoolyards
title_sort A look at geographies of childhood from the analysis of schoolyards
author Saiz-Linares, Ángela
author_facet Saiz-Linares, Ángela
Ceballos-López, Noelia
author_role author
author2 Ceballos-López, Noelia
author2_role author
dc.contributor.author.fl_str_mv Saiz-Linares, Ángela
Ceballos-López, Noelia
dc.subject.por.fl_str_mv Geoeducational space
Playground
Game
Espace géoéducatif
Cour de récréation
Jeux
Espacio geoeducativo
Parque infantil
Juego
Espaço geoeducacional
Parque infantil
Brincadeira
topic Geoeducational space
Playground
Game
Espace géoéducatif
Cour de récréation
Jeux
Espacio geoeducativo
Parque infantil
Juego
Espaço geoeducacional
Parque infantil
Brincadeira
description This article analyzes the experience of students from different schools in Cantabria (Spain) in outdoor school spaces. The analysis on how these children use, interpret and relate to childhood was carried out by trainee teachers. Methodologically, this is considered a qualitative research. Forty-seven centers and teachers in training from the University of Cantabria have participated and we have used innovative strategies such as map-making. We found that the playgrounds analyzed were designed with little focus on the characteristics and needs of children, with non-stimulating and stereotypical elements and environments and with little connection to nature. We conclude that attention needs to be paid to children as expert informants about their own play.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/9886
url https://publicacoes.fcc.org.br/cp/article/view/9886
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/9886/4546
dc.rights.driver.fl_str_mv Copyright (c) 2023 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 52 (2022); e09886
Cadernos de Pesquisa; Vol. 52 (2022); e09886
Cadernos de Pesquisa; Vol. 52 (2022); e09886
Cadernos de Pesquisa; v. 52 (2022); e09886
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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