Brincar na adolescência: uma leitura no espaço escolar

Abstract

Toys and plays, narratives and phenomena of the complex human existence are, in our culture, immediately identified with childhood age, for they constitute one of the languages children use to make themselves present in the world. There is a vast literature concerning the relationship between children and playing, but when the topic is teenagers and playing there is little study about its implications and meanings If playing is then one of the attitudes and basic conditions for the child to make itself present in the world, what would this attitude mean for a teenager? What makes teenagers go or not towards toys and plays? This research seeks as its objectives to contribute to the study of the relationship between teenagers and playing in the school context by identifying and analyzing its meanings and to map the conceptions of a group of specialists in the topic. It was oriented towards an ethnomethodological perspective having used as its instruments in data recollection direct observation, questionnaire with teenager students from two public schools in Belo Horizonte, and interviews with professionals and three focused groups of teenagers. According to the theoretical framework and observations playing was elected as a language capable of sending those who play to the ontological dimension of the human experience of interaction, communication, expression, and declaration to the other.