WHAT THE SCHOOL ALSO BECAME THE RECREATIONAL SPACE CHILDREN?

Detalhes bibliográficos
Autor(a) principal: Tschoke, Aline
Data de Publicação: 2011
Outros Autores: Tardivo, Thais Gomes, Rechia, Simone
Tipo de documento: Artigo
Idioma: por
Título da fonte: Pensar a Prática (Online)
Texto Completo: https://revistas.ufg.br/fef/article/view/11034
Resumo: The intention was to analyze the possibilities and forms of ownership of recreational spaces turn against the school and on weekends. The methodological procedures were: protocol application, observations and interviews. It is inferred that the recreational activities related to projects turn against school, social projects and projects for sports and leisure allow diverse forms of ownership of school spaces in leisure time. Thus, it is inherent the need of public policies have a closer look to the management, structure and maintenance of public space which currently serves both as educational demands formal experience in the leisure.
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spelling WHAT THE SCHOOL ALSO BECAME THE RECREATIONAL SPACE CHILDREN?¿POR QUÉ LA ESCUELA SE CONVIRTIÓ EN LA ZONA DE OCIO INFANTIL?POR QUE A ESCOLA SE TORNOU TAMBÉM ESPAÇO DE LAZER DAS CRIANÇAS?schoolleisureappropriation.Lazerescuelael ociola propiedad.lazerescolalazerapropriação.Lazer The intention was to analyze the possibilities and forms of ownership of recreational spaces turn against the school and on weekends. The methodological procedures were: protocol application, observations and interviews. It is inferred that the recreational activities related to projects turn against school, social projects and projects for sports and leisure allow diverse forms of ownership of school spaces in leisure time. Thus, it is inherent the need of public policies have a closer look to the management, structure and maintenance of public space which currently serves both as educational demands formal experience in the leisure. La intención fue analizar las posibilidades y formas de apropiación de los espacios de la escuela, a su vez contra la escuela y los fines de semana. Los procedimientos metodológicos fueron: aplicación de protocolo, observacione y entrevistas. Las actividades de juego relacionados con los proyectos sociales y proyectos de deporte y ocio permiten diversas formas de apropiación de los espacios en el tiempo libre. Es inherente la necesidad de las políticas públicas respaldaren la gestión, la estructura y el mantenimiento del espacio público que en la actualidad. sirve como experiencia de las demandas de educación formal y en el ócio. Esta pesquisa tematiza as possibilidades e as formas de apropriação dos espaços escolares, no contra turno escolar e nos finais de semana. Apoiada na pesquisa qualitativa, tendo como instrumentos metodológicos: aplicação de protocolos, entrevistas semi-estruturadas e observações. Infere-se que as atividades lúdicas relacionadas a projetos de contra turno escolares, projetos sociais e projetos de esporte e lazer possibilitam diversificadas formas de apropriação dos espaços da escola. Nesse sentido aponta-se a necessidade das políticas públicas terem um olhar mais atento em relação à gestão, estrutura e manutenção desse espaço público que atualmente atende tanto as demandas educacionais formais quanto as relacionadas ás experiências no âmbito do lazer.Universidade Federal de Goiás2011-05-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa QualitativaPesquisa Qualitativaavaliado por paresPesquisa Qualitativaapplication/pdfhttps://revistas.ufg.br/fef/article/view/1103410.5216/rpp.v14i1.11034Pensar a Prática; Vol. 14 No. 1 (2011)Pensar a Prática; v. 14 n. 1 (2011)1980-61831415-4676reponame:Pensar a Prática (Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/fef/article/view/11034/9147Tschoke, AlineTardivo, Thais GomesRechia, Simoneinfo:eu-repo/semantics/openAccess2016-06-20T18:18:16Zoai:ojs.revistas.ufg.br:article/11034Revistahttp://www.revistas.ufg.br/index.php/fefPUBhttps://revistas.ufg.br/fef/oai||gabi.domi@hotmail.com1980-61831415-4676opendoar:2024-05-21T19:55:42.000999Pensar a Prática (Online) - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv WHAT THE SCHOOL ALSO BECAME THE RECREATIONAL SPACE CHILDREN?
¿POR QUÉ LA ESCUELA SE CONVIRTIÓ EN LA ZONA DE OCIO INFANTIL?
POR QUE A ESCOLA SE TORNOU TAMBÉM ESPAÇO DE LAZER DAS CRIANÇAS?
title WHAT THE SCHOOL ALSO BECAME THE RECREATIONAL SPACE CHILDREN?
spellingShingle WHAT THE SCHOOL ALSO BECAME THE RECREATIONAL SPACE CHILDREN?
Tschoke, Aline
school
leisure
appropriation.
Lazer
escuela
el ocio
la propiedad.
lazer
escola
lazer
apropriação.
Lazer
title_short WHAT THE SCHOOL ALSO BECAME THE RECREATIONAL SPACE CHILDREN?
title_full WHAT THE SCHOOL ALSO BECAME THE RECREATIONAL SPACE CHILDREN?
title_fullStr WHAT THE SCHOOL ALSO BECAME THE RECREATIONAL SPACE CHILDREN?
title_full_unstemmed WHAT THE SCHOOL ALSO BECAME THE RECREATIONAL SPACE CHILDREN?
title_sort WHAT THE SCHOOL ALSO BECAME THE RECREATIONAL SPACE CHILDREN?
author Tschoke, Aline
author_facet Tschoke, Aline
Tardivo, Thais Gomes
Rechia, Simone
author_role author
author2 Tardivo, Thais Gomes
Rechia, Simone
author2_role author
author
dc.contributor.author.fl_str_mv Tschoke, Aline
Tardivo, Thais Gomes
Rechia, Simone
dc.subject.por.fl_str_mv school
leisure
appropriation.
Lazer
escuela
el ocio
la propiedad.
lazer
escola
lazer
apropriação.
Lazer
topic school
leisure
appropriation.
Lazer
escuela
el ocio
la propiedad.
lazer
escola
lazer
apropriação.
Lazer
description The intention was to analyze the possibilities and forms of ownership of recreational spaces turn against the school and on weekends. The methodological procedures were: protocol application, observations and interviews. It is inferred that the recreational activities related to projects turn against school, social projects and projects for sports and leisure allow diverse forms of ownership of school spaces in leisure time. Thus, it is inherent the need of public policies have a closer look to the management, structure and maintenance of public space which currently serves both as educational demands formal experience in the leisure.
publishDate 2011
dc.date.none.fl_str_mv 2011-05-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Pesquisa Qualitativa
Pesquisa Qualitativa
avaliado por pares
Pesquisa Qualitativa
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/fef/article/view/11034
10.5216/rpp.v14i1.11034
url https://revistas.ufg.br/fef/article/view/11034
identifier_str_mv 10.5216/rpp.v14i1.11034
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/fef/article/view/11034/9147
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Goiás
publisher.none.fl_str_mv Universidade Federal de Goiás
dc.source.none.fl_str_mv Pensar a Prática; Vol. 14 No. 1 (2011)
Pensar a Prática; v. 14 n. 1 (2011)
1980-6183
1415-4676
reponame:Pensar a Prática (Online)
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Pensar a Prática (Online)
collection Pensar a Prática (Online)
repository.name.fl_str_mv Pensar a Prática (Online) - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv ||gabi.domi@hotmail.com
_version_ 1799874856277245952

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