Narratives of children in / at school break in the courtyard: what are the children's expectations about this educational territory?

Abstract

It results from extensive research, with funding from CNPq and includes children in school recess, in the early years of elementary school. It identifies and examines, based on children's narratives, children's expectations about school break in the courtyard in terms of places, possibilities for playing, toys and food. It confirms, through a bibliographical survey, that the recess occupies a place of 'silencing' in the current scientific production, problematizing it as an educational context and with little value in the school field, without dialogue with the classroom learning. Of a qualitative nature, a semi-structured interview was conducted with fourteen children from the first three years of elementary school, at the time of school recess in a state elementary school. The interviews, in the proposal of oral narratives, had a script and were also subsidized by children's drawings. The transcription of voice recordings was carried out and the analysis took place from the perspective of Content Analysis. The highlights are places, what to eat and toys and games. In places, the expectation was for the use of a sports court and, of the garden. However, in prevalence, but in prevalence, the playground was the area of ​​greatest interest. Regarding toys and games, the results revealed the pogo stick, the pool of water and balls, the doll, the rope, the swing and the games, with predominance for the pogo stick and the rope. The study pointed out an expectation about what to eat during recess, with expectations over desserts in the form of sweets. Indicates stands out for the need to produce other studies that address this theme, highlighting contributions from school recess in living life in childhood and materializing the right to play.