The culture of school break time

• Autor(a) principal: Krug, Hugo Norberto
• Data de Publicação: 2019
• Outros Autores: Krug, Rodrigo de Rosso, Krug, Marilia de Rosso, Telles, Cassiano, Flores, Patric Paludett
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Diálogo
• Texto Completo: https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/4787
• topic: Elementary education; school break time; culture; Educação fundamental; recreio escolar; cultura

The study aimed to understand the shool brek time of Elementary Education Early Years (EEEY), from schools of the municipal education network, of the a city in the southern region of Brazil. We characterize the research as qualitative of the case study ethnographic type. The instruments used were the participant observation and the field diary. Participated 2509 EEEY students from fifteen schools of refeer network and city. The results show that: 1) the culture of the occupation of the physical space and of the available materials is characterized by the concentration in a sports court and by the little diversity and quantity of available materials; 2) the culture of games, toys and jokes played is characterized by the practice with more frequency of two types of games (soccer and catcher), having a limited set in relation to their diversity; 3) the culture of the students' aggressiveness is characterized by not occurring much aggressiveness, but that some forms of small aggressions appeared, being the occurrence of physical aggressions in more quantity than the verbal, prevailing the older and the masculine sex the that having more aggressive attitudes; 4) the culture of the gender relations of the students is characterized by in the most part during shool break time  the boys and girls do not play together; and, 5) the culture of exclusion or inclusion of disabled students is characterized by the apparent good reception by their “normal” colleagues and by the participation of the majority of these in games, jokes and toys.