The culture of school break time
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Diálogo |
Texto Completo: | https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/4787 |
Resumo: | 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. |
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The culture of school break timeA cultura do recreio escolarElementary educationschool break timecultureEducação fundamentalrecreio escolarculturaThe 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.O estudo objetivou compreender a cultura do recreio de alunos dos Anos Iniciais do Ensino Fundamental (AIEF), de escolas da rede de ensino municipal, de uma cidade da região sul do Brasil. Caracterizamos a pesquisa como qualitativa do tipo estudo de caso etnográfico. Os instrumentos utilizados foram a observação participante e o diário de campo. Participaram 2509 alunos dos AIEF de quinze escolas da referida rede e cidade. As considerações finais foram: 1) a cultura da ocupação do espaço físico e dos materiais disponíveis é caracterizada pela concentração em uma quadra esportiva e pela pouca diversidade e quantidade de materiais disponíveis; 2) a cultura de jogos, brinquedos e brincadeiras realizadas é caracterizada pela prática com maior frequência de dois tipos de jogos (futebol e pegador), possuindo um conjunto limitado em relação à sua diversidade; 3) a cultura da agressividade dos alunos é caracterizada por não ocorrer muita agressividade, mas que apareceram algumas formas de pequenas agressões, sendo a ocorrência das agressões físicas em maior quantidade que as verbais, prevalecendo os alunos mais velhos e do sexo masculino os que possuem mais atitudes agressoras; 4) a cultura das relações de gênero dos alunos é caracterizada por na maior parte do tempo do recreio os meninos e as meninas não brincarem juntos; e, 5) a cultura de exclusão ou inclusão dos alunos deficientes é caracterizada pelo aparente bom acolhimento pelos seus colegas ditos normais e pela participação da maioria destes nos jogos, brincadeiras e brinquedos.Universidade LaSalle - Unilasalle Canoas2019-08-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/478710.18316/dialogo.v0i41.4787Diálogo; n. 41 (2019); p. 103-1142238-9024reponame:Revista Diálogoinstname:Universidade La Salle (UNILASALLE)instacron:UNILASALLEporhttps://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/4787/pdfCopyright (c) 2019 Diálogoinfo:eu-repo/semantics/openAccessKrug, Hugo NorbertoKrug, Rodrigo de RossoKrug, Marilia de RossoTelles, CassianoFlores, Patric Paludett2023-01-02T20:50:27Zoai:ojs.revistas.unilasalle.edu.br:article/4787Revistahttps://revistas.unilasalle.edu.br/index.php/DialogoONGhttps://revistas.unilasalle.edu.br/index.php/Dialogo/oairevistas@unilasalle.edu.br||dialogo@unilasalle.edu.br2238-90241519-3640opendoar:2023-01-02T20:50:27Revista Diálogo - Universidade La Salle (UNILASALLE)false |
dc.title.none.fl_str_mv |
The culture of school break time A cultura do recreio escolar |
title |
The culture of school break time |
spellingShingle |
The culture of school break time Krug, Hugo Norberto Elementary education school break time culture Educação fundamental recreio escolar cultura |
title_short |
The culture of school break time |
title_full |
The culture of school break time |
title_fullStr |
The culture of school break time |
title_full_unstemmed |
The culture of school break time |
title_sort |
The culture of school break time |
author |
Krug, Hugo Norberto |
author_facet |
Krug, Hugo Norberto Krug, Rodrigo de Rosso Krug, Marilia de Rosso Telles, Cassiano Flores, Patric Paludett |
author_role |
author |
author2 |
Krug, Rodrigo de Rosso Krug, Marilia de Rosso Telles, Cassiano Flores, Patric Paludett |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Krug, Hugo Norberto Krug, Rodrigo de Rosso Krug, Marilia de Rosso Telles, Cassiano Flores, Patric Paludett |
dc.subject.por.fl_str_mv |
Elementary education school break time culture Educação fundamental recreio escolar cultura |
topic |
Elementary education school break time culture Educação fundamental recreio escolar cultura |
description |
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. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-08-22 |
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://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/4787 10.18316/dialogo.v0i41.4787 |
url |
https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/4787 |
identifier_str_mv |
10.18316/dialogo.v0i41.4787 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/4787/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Diálogo info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Diálogo |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
dc.source.none.fl_str_mv |
Diálogo; n. 41 (2019); p. 103-114 2238-9024 reponame:Revista Diálogo instname:Universidade La Salle (UNILASALLE) instacron:UNILASALLE |
instname_str |
Universidade La Salle (UNILASALLE) |
instacron_str |
UNILASALLE |
institution |
UNILASALLE |
reponame_str |
Revista Diálogo |
collection |
Revista Diálogo |
repository.name.fl_str_mv |
Revista Diálogo - Universidade La Salle (UNILASALLE) |
repository.mail.fl_str_mv |
revistas@unilasalle.edu.br||dialogo@unilasalle.edu.br |
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1800217362226479104 |