As crianças e o seu recreio escolar : um estudo etnográfico sobre a ludicidade na terceira infância
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/2241 |
Resumo: | This research aims to understand the school playground as a space-time of manifestation of playing culture, as well as the relationships maintained beyond the classroom, in terms of formative conserning. Another important objective is to recognize the playing cultures that appear during recess, from their ethological nature, their rites and negotiations. Analyzing the relationships that are linked to creative leisure, developed in the same spacetime. What do these children play? What's fertile in these activities? What creativity emerges from this autotelism? What specificities of playful culture are manifested today? These were some questions the research faced, electing a theoretical framework which would help us in the organization of the subject. Reading Brougère, Château, Manson, Smith, Gomes, and others, we can have been able to identify the common jokes between boys and girls, their relationships, and their rhetoric. An ethnographic research was carried out, using as loci a public school, one school of the private network and another confessional school, in the city of Cuiabá, in Mato Grosso State. The subjects of choice are the students of the early childhood. With the work, it was possible to see how the school extrapolation goes beyond the idea that playfulness is expressed only in children's games, manifesting itself especially through the scenic game, the simulacrum, within the game of relations. It was possible to see the game of life, represented by these games, by this “playful impulse”, as Marcuse (1975) would say, is also enhanced by a “playful complicity” present in today's school playground; in the students' opposition to the constituted authorities; in gender disputes; in the hierarchization of groups and singularization of subjects and their identities, to remember Mcluran (1991); in re-producing games similar to those in the neighborhood. All this manifestation has equipped us to think that the playground and the real world, which materializes within the school, underlies a discourse that is situated in progress while students show the rhetoric of the self and the school – an institution responsible for the construction of formal learning – needs to look at the playground as a window from which they can see ways playful culture can contribute to its proposal for human formation. |
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As crianças e o seu recreio escolar : um estudo etnográfico sobre a ludicidade na terceira infânciaRecreio escolarCultura lúdicaRelaçõesInfânciaCNPQ::CIENCIAS HUMANAS::EDUCACAOSchool playgroundPlay cultureRelationsChildhoodThis research aims to understand the school playground as a space-time of manifestation of playing culture, as well as the relationships maintained beyond the classroom, in terms of formative conserning. Another important objective is to recognize the playing cultures that appear during recess, from their ethological nature, their rites and negotiations. Analyzing the relationships that are linked to creative leisure, developed in the same spacetime. What do these children play? What's fertile in these activities? What creativity emerges from this autotelism? What specificities of playful culture are manifested today? These were some questions the research faced, electing a theoretical framework which would help us in the organization of the subject. Reading Brougère, Château, Manson, Smith, Gomes, and others, we can have been able to identify the common jokes between boys and girls, their relationships, and their rhetoric. An ethnographic research was carried out, using as loci a public school, one school of the private network and another confessional school, in the city of Cuiabá, in Mato Grosso State. The subjects of choice are the students of the early childhood. With the work, it was possible to see how the school extrapolation goes beyond the idea that playfulness is expressed only in children's games, manifesting itself especially through the scenic game, the simulacrum, within the game of relations. It was possible to see the game of life, represented by these games, by this “playful impulse”, as Marcuse (1975) would say, is also enhanced by a “playful complicity” present in today's school playground; in the students' opposition to the constituted authorities; in gender disputes; in the hierarchization of groups and singularization of subjects and their identities, to remember Mcluran (1991); in re-producing games similar to those in the neighborhood. All this manifestation has equipped us to think that the playground and the real world, which materializes within the school, underlies a discourse that is situated in progress while students show the rhetoric of the self and the school – an institution responsible for the construction of formal learning – needs to look at the playground as a window from which they can see ways playful culture can contribute to its proposal for human formation.CAPESEssa tese que ora se apresenta tem como objetivo cardeal compreender o recreio escolar como um espaço-tempo de manifestação da cultura lúdica, bem como as relações que se tecem além das salas de aula, no seu grau de importância formativa. Outro objetivo tão importante é o de reconhecer as culturas lúdicas que se apresentam no tempo do recreio, a partir de sua natureza etológica, seus ritos e negociações. Um terceiro é o de analisar as relações que se ligam ao ócio criativo, desenvolvidas que são no mesmo espaço-tempo. Do quê brincam essas crianças? O que há de fértil nestas atividades? Que criatividade emerge desse autotelismo? Quais especificidades da cultura lúdica se manifestam na atualidade? Essas foram algumas questões que a investigação enfrentou, elegendo um referencial teórico que nos ajudasse na organização do assunto. Na companhia de Brougère, Château, Manson, Smith, Gomes e outros, conseguimos identificar as brincadeiras comuns entre meninos e meninas, suas relações e suas retóricas. Realizou-se pesquisa etnográfica, usando como loci uma escola pública, uma da rede privada e outra confessional, na cidade de Cuiabá/MT. Os sujeitos de eleição foram os estudantes da terceira infância. Com o trabalho desenvolvido, foi possível constatar que o recreio escolar extrapola-se à ideia de que a ludicidade se expressa apenas nas brincadeiras infantis, manifestandose especialmente através no jogo cênico, do simulacro, no qual se situa o jogo das relações. Foi possível enxergar que o jogo da vida, representado por essas brincadeiras, por esse “impulso lúdico”, como diria Marcuse (1975), se potencializa também por uma “cumplicidade lúdica” presente no recreio escolar da atualidade; nas oposições dos estudantes perante às autoridades constituídas; nas disputas de gênero; na hierarquização dos grupos e singularização de sujeitos e suas identidades, para lembrar Mclaren (1991); na reporodução de jogos semelhantes aos do bairro. Toda essa manifestação nos equipou para pensar que o recreio e o mundo real, que se materializa dentro da escola subjaz a um discurso que se situa no progresso enquanto os estudantes evidenciam a retórica do self e a escola – instituição encarregada pela construção da aprendizagem formal precisa olhar o recreio como uma janela da qual podem vislumbrar maneiras pelas quais a cultura lúdica possa contribuir com sua proposta de formação humana.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoGomes, Cleomar Ferreirahttp://lattes.cnpq.br/0686803544879354Gomes, Cleomar Ferreira161.665.151-20http://lattes.cnpq.br/0686803544879354Moreira, Evando Carlos149.353.278-20http://lattes.cnpq.br/4561814544149415161.665.151-20Dias, Tatiane Lebre327.854.451-04http://lattes.cnpq.br/2523066696889428Rezer, Ricardo590.816.949-87http://lattes.cnpq.br/4413126287994912Fernandes, Cleonice Terezinha516.634.739-00http://lattes.cnpq.br/9409183881600139Juliani, Moacir2021-01-11T13:09:49Z2020-02-042021-01-11T13:09:49Z2019-12-06info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisJULIANI, Moacir. As crianças e o seu recreio escolar: um estudo etnográfico sobre a ludicidade na terceira infância. 2019. 186 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2019.http://ri.ufmt.br/handle/1/2241porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2021-01-18T06:01:25Zoai:localhost:1/2241Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2021-01-18T06:01:25Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
As crianças e o seu recreio escolar : um estudo etnográfico sobre a ludicidade na terceira infância |
title |
As crianças e o seu recreio escolar : um estudo etnográfico sobre a ludicidade na terceira infância |
spellingShingle |
As crianças e o seu recreio escolar : um estudo etnográfico sobre a ludicidade na terceira infância Juliani, Moacir Recreio escolar Cultura lúdica Relações Infância CNPQ::CIENCIAS HUMANAS::EDUCACAO School playground Play culture Relations Childhood |
title_short |
As crianças e o seu recreio escolar : um estudo etnográfico sobre a ludicidade na terceira infância |
title_full |
As crianças e o seu recreio escolar : um estudo etnográfico sobre a ludicidade na terceira infância |
title_fullStr |
As crianças e o seu recreio escolar : um estudo etnográfico sobre a ludicidade na terceira infância |
title_full_unstemmed |
As crianças e o seu recreio escolar : um estudo etnográfico sobre a ludicidade na terceira infância |
title_sort |
As crianças e o seu recreio escolar : um estudo etnográfico sobre a ludicidade na terceira infância |
author |
Juliani, Moacir |
author_facet |
Juliani, Moacir |
author_role |
author |
dc.contributor.none.fl_str_mv |
Gomes, Cleomar Ferreira http://lattes.cnpq.br/0686803544879354 Gomes, Cleomar Ferreira 161.665.151-20 http://lattes.cnpq.br/0686803544879354 Moreira, Evando Carlos 149.353.278-20 http://lattes.cnpq.br/4561814544149415 161.665.151-20 Dias, Tatiane Lebre 327.854.451-04 http://lattes.cnpq.br/2523066696889428 Rezer, Ricardo 590.816.949-87 http://lattes.cnpq.br/4413126287994912 Fernandes, Cleonice Terezinha 516.634.739-00 http://lattes.cnpq.br/9409183881600139 |
dc.contributor.author.fl_str_mv |
Juliani, Moacir |
dc.subject.por.fl_str_mv |
Recreio escolar Cultura lúdica Relações Infância CNPQ::CIENCIAS HUMANAS::EDUCACAO School playground Play culture Relations Childhood |
topic |
Recreio escolar Cultura lúdica Relações Infância CNPQ::CIENCIAS HUMANAS::EDUCACAO School playground Play culture Relations Childhood |
description |
This research aims to understand the school playground as a space-time of manifestation of playing culture, as well as the relationships maintained beyond the classroom, in terms of formative conserning. Another important objective is to recognize the playing cultures that appear during recess, from their ethological nature, their rites and negotiations. Analyzing the relationships that are linked to creative leisure, developed in the same spacetime. What do these children play? What's fertile in these activities? What creativity emerges from this autotelism? What specificities of playful culture are manifested today? These were some questions the research faced, electing a theoretical framework which would help us in the organization of the subject. Reading Brougère, Château, Manson, Smith, Gomes, and others, we can have been able to identify the common jokes between boys and girls, their relationships, and their rhetoric. An ethnographic research was carried out, using as loci a public school, one school of the private network and another confessional school, in the city of Cuiabá, in Mato Grosso State. The subjects of choice are the students of the early childhood. With the work, it was possible to see how the school extrapolation goes beyond the idea that playfulness is expressed only in children's games, manifesting itself especially through the scenic game, the simulacrum, within the game of relations. It was possible to see the game of life, represented by these games, by this “playful impulse”, as Marcuse (1975) would say, is also enhanced by a “playful complicity” present in today's school playground; in the students' opposition to the constituted authorities; in gender disputes; in the hierarchization of groups and singularization of subjects and their identities, to remember Mcluran (1991); in re-producing games similar to those in the neighborhood. All this manifestation has equipped us to think that the playground and the real world, which materializes within the school, underlies a discourse that is situated in progress while students show the rhetoric of the self and the school – an institution responsible for the construction of formal learning – needs to look at the playground as a window from which they can see ways playful culture can contribute to its proposal for human formation. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-06 2020-02-04 2021-01-11T13:09:49Z 2021-01-11T13:09:49Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
JULIANI, Moacir. As crianças e o seu recreio escolar: um estudo etnográfico sobre a ludicidade na terceira infância. 2019. 186 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2019. http://ri.ufmt.br/handle/1/2241 |
identifier_str_mv |
JULIANI, Moacir. As crianças e o seu recreio escolar: um estudo etnográfico sobre a ludicidade na terceira infância. 2019. 186 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2019. |
url |
http://ri.ufmt.br/handle/1/2241 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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