O recreio como espaço-tempo para o ser criança: um estudo exploratório no contexto da educação infantil

Abstract

This article aims to analyze school recess as a space-time for the education of children in the context of early childhood education. It seeks to discuss the importance of school recess for children's cultural manifestations and expressions, anchored in the theoretical and methodological foundations of the Sociology of Childhood and Child Anthropology Studies, seeking to outline perspectives for the educational practices of teachers and for pedagogical planning in Child education. Recess is part of the pedagogical routine and suggests that it constitutes an opportunity to enhance the child's development, understanding the different dimensions of being a child, the languages, manifestations and modes of children's interactions, especially the production of children's cultures and of pairs. Methodologically, the path of bibliographical research and documentary analysis is proposed. As a corollary, it points to the need to reflect the debate on recess in teacher training spaces and in child education environments, based on the image of the child as a social actor, competent, producer of culture, as a subject of rights and with their own singularities and modes of action