A construção de saberes na trajetória de animadores de eventos infantis em Belém do Pará

Abstract

The research presents a summary on recreation entertainers’ knowledge constitution as they developed their careers in Belém-PA. Its objectives are to identify professionals working in the field; to analyze their knowledge and where it has been applied towards such a professional practice; to identify the subjects’ trajectories in relation to their social context, as well as to remarkable reference groups and people; and to understand which people, institutions and spaces were important for the applied knowledge constructed in their activity. The chosen methodology consists of bibliographical and field research. A total of 15 recreation entertainers from Belém-PA were part of semi-structured interviews. The interviewees were 7 women, 8 men, with an average age of 41,2 years old, the oldest one being 64 years old, and the youngest being 30. The time devoted to their career varies between 10 and 38 years, with an average of 18 year of professional activity. Their educational background is diverse, encompassing incomplete secondary education as well as lato sensu graduate courses. Data has been treated through content analysis, and results have allowed to identify how the applied knowledge is intertwined with content mastery regarding the process of knowing how to engage with the public while playing and telling stories, as much as with professional attitude necessary to their recreation practice in events. As examples of the latter, there are search for professional upgrades, planning and ability to solve problems, good communication, ethical conduct, the fact of liking and respecting children, self-motivation, and a happy and cheery attitude. Contexts in which the accumulated knowledge have been constituted are various and encompass ludic childhood experiences, contact with cultural practices such as sports, dance, and theater, also labor experiences and leisure moments. Among the institutions that influenced their background there are educational establishments, church, and art schools. As to the people who were relevant to the subjects’ trajectory there are relatives, teachers, lecturers, television entertainers, professional colleagues in other fields of leisure, and other entertainers who helped them preparing their content and improving their personal skills of interpretation and work management. Among the reference groups, there are artists collectives that inspire the recreation entertainers, such as groups oriented to sports practices, dance and theater, in which the subjects took part.