SANTOS, C. O. dos. As concepções das crianças, professora e coordenadorapedagógicasobre o recreiocomoatividade da rotinaemumaescolapública de educaçãoinfantilnacidade de Fortaleza. Master’s Dissertation – Universidade Federal do Ceará. Fortaleza (CE), 2015.
Available on: http://repositorio.ufc.br/bitstream/riufc/14788/1/2015_dis_cosantos.pdf
This study aimed to analyze the children, the teacher and the pedagogical coordinator’s conceptions about the recreation time, as a daily activity in an Early Childhood Education public school. In order to reach this objective, a pre-school routine as well as the children and the pedagogical school staff’s conceptions about the recreation time were analyzed. The research was mainly based on the human development’s socio-interactionist approach, especifically Vygotsky (2007, 2010) and Wallon’s (2007) theories. The Sociology of Childhood and the Socio-anthropology of Childhood studies, such as those of Corsaro (2002; 2009; 2011), Sarmento (2002, 2005, 2008), Pinto (1997), Prout (2010) e Delalande’s (2001, 2003, 2011, 2012) were utilized. The qualitative approach was used in order to answer the research questions. The investigation took place in a Childhood Education public school in Fortaleza city and the subjects were: eight children between five and six years old, the classroom teacher and the pedagogical coordinator. In order to build the database, the following methodological procedures were utilized: participant observation, semi-structured interview with the teacher and the pedagogical coordinator, private and group interview with the children, using their own drawings and stories which were completed by them, a questionnaire and the school document analysis. To register the data, the following resources were used: field diary, video and audio recorder, audio recorder and a photographic camera. The analysis showed that the children’s school routine was characterized by activities very similar to those elementary school activities, that basically prepare children to face their next school stages. On the other hand, children indicated that recreation time was the most important moment of their routine. Since the children’s activities were decided and imposed by adults, such a relation may be understood as an “adult based” relation. The recreation time activity represents one of the few routine moments in which children are allowed to play. For the children, such moments are the main motivation for their school attendance. Playing and peer interaction were the most important school aspects, appointed by the children. Although professionals said they consider the importance of playing they have not participated in the recreation activity. It is possible to infer that the school staff does not consider the recreation time as a pedagogical activity.