“Eu gosto de brincar, isso me faz feliz”! Paisagens e vivências das crianças em Presidente Prudente (SP)
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Data
2020-09-04
Autores
Evangelista, Ariadne de Sousa
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Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa “Eu gosto de brincar, isso me faz feliz”! Paisagens e vivências das crianças em Presidente Prudente (SP)” integra o Programa de Pós-Graduação de Doutorado em Educação da Faculdade de Ciências e Tecnologia - UNESP. O estudo tem por objetivo compreender as vivências das crianças, na cidade de Presidente Prudente (SP), com base nos tempos e dos espaços mais utilizados e das interações estabelecidas, identificando as paisagens da infância na cidade, do ponto de vistas das crianças. Parte da premissa de que, na sociedade contemporânea, as crianças têm menos tempo e autonomia para brincar livremente e desenvolver sua cidadania. Desse modo, problematiza-se: como são as rotinas das crianças, na cidade? Quais os espaços da cidade que frequentam? Quais os locais de que mais gostam? De quais locais não gostam? Como se locomovem? Quais os seus desejos em relação à cidade? Brincam? Para tanto, o trabalho se fundamenta nos Estudos da Infância, Sociologia da Infância e Geografia da Infância. Conceituam-se as crianças como cidadãs ativas, com direitos de participação garantidos por lei. Acredita-se que a relação entre as crianças e a cidade pode ser restringida ou potencializada. A pesquisa caracteriza-se como um estudo de caso, numa abordagem qualitativa. O campo de investigação foi a cidade de Presidente Prudente (SP). Participaram como sujeitos vinte crianças de nove a onze anos de escolas públicas, sendo dez de uma escola próxima à área central da cidade e dez de uma escola localizada em área periférica, considerada de exclusão social. Os procedimentos de recolha de dados com as crianças foram: elaboração de lista sobre locais de que mais gostam e não gostam da cidade; preenchimento de quadro de utensílios para definição de classe socioeconômica; entrevista semiestruturada; quadro de rotinas (atividades realizadas por cada criança durante uma semana, tendo em vista as vinte e quatro horas do dia); poema dos desejos (desenhos que concebam a complementação das sentenças “A minha cidade é...” e “Eu gostaria de que a minha cidade fosse...”). Os resultados apontaram que as crianças vivenciam situações de restrição da cidadania: institucionalização e domesticação, insularização, dualização e fragmentação, restrição da autonomia e da mobilidade, conforme Sarmento (2018). A ludicidade e a interatividade são valorizadas pelas crianças e, independentemente do espaço de vivência, elas preferem a interação com os pares. As vivências das crianças são afetadas pela classe socioeconômica, a rotina dos responsáveis, bem como o conhecimento e a cultura dos mesmos. De acordo com os desenhos, as crianças indicam que a cidade era concebida como espaço de passagem, com elementos naturais e artificiais coexistindo na paisagem urbana. Os desejos das crianças para a cidade foram relacionados ao lazer, à segurança, a preocupações ambientais, à saúde, à educação e à ludicidade. As paisagens da infância, na cidade de Presidente Prudente (SP), contemplam instituições (escolas, projetos e igrejas), lugares íntimos (casa, casa da avó, bairro), locais de lazer públicos (praças, Parque do Povo, Cidade da Criança), locais de lazer privados (shoppings, Parque Aquático, buffet) e locais de consumo (sorveteria, centro, lojas). Defende-se a necessidade de que se criem políticas públicas que garantam a participação infantil no planejamento urbano.
The research “I like to play, it makes me happy”! Landscapes and experiences of children in Presidente Prudente (SP)” is part of the Programa de Pós-Graduação de Doutorado em Educação da Faculdade de Ciências e Tecnologia - UNESP. The goal of the study is to understand the experiences of children, in the city of Presidente Prudente (SP), based on the times and spaces most used and the interactions established, identifying the landscapes of childhood in the city, from the children’s point of view. It starts from the premise that, in contemporary society, children have less time and autonomy to play freely and develop their citizenship. Therefore, one can problematize: how are the children's routines in the city? What spaces in the city do they frequent? What places do they like the most? What places do they dislike? How do they move around the city? What are their wishes with regard for the city? Do they play? For this purpose, the work is based on Childhood Studies, Childhood Sociology and Childhood Geography. Children are conceptualized as active citizens, with participation rights guaranteed by law. It is believed that the relationship between children and the city can be restricted or enhanced. The research is characterized as a case study, in a qualitative approach. The research field was the city of Presidente Prudente (SP). Twenty children from nine to eleven years of public schools participated as subjects, ten from a school close to the central area of the city and ten from a school located in a peripheral area, considered as an area of social exclusion. The data collection procedures with the children were: drawing up a list of places in the city they like the most and dislike; filling out a table of utensils to define socioeconomic class; semi structured interview; frame of routines (activities carried out by each child for a week, with a view of the twenty-four hours of the day); poem of desires (drawings that complement the sentences "My city is ..." and "I would like my city to be ..."). The results showed that children experience situations of citizenship restriction: institutionalization and domestication, insularization, dualization and fragmentation, restriction of autonomy and mobility, according to Sarmento (2018). Playfulness and interactivity are valued by children and, regardless of the living space, they prefer interaction with peers. The children's experiences are affected by the socioeconomic class, the routine of those responsible for them, as well as their knowledge and culture. According to the drawings, the children indicate that the city was conceived as a passing space, with natural and artificial elements coexisting in the urban landscape. Children's wishes for the city were related to leisure, safety, environmental concerns, health, education and playfulness. The childhood landscapes, in the city of Presidente Prudente (SP), include institutions (schools, projects and churches), intimate places (home, grandmother's house, neighborhood), public leisure places (squares, Parque do Povo, Cidade da Criança), private leisure places (shopping malls, Aquatic Park, buffet) and places of consumption (ice cream parlor, city center, stores). The need to create public policies that guarantee child participation in urban planning is defended.
The research “I like to play, it makes me happy”! Landscapes and experiences of children in Presidente Prudente (SP)” is part of the Programa de Pós-Graduação de Doutorado em Educação da Faculdade de Ciências e Tecnologia - UNESP. The goal of the study is to understand the experiences of children, in the city of Presidente Prudente (SP), based on the times and spaces most used and the interactions established, identifying the landscapes of childhood in the city, from the children’s point of view. It starts from the premise that, in contemporary society, children have less time and autonomy to play freely and develop their citizenship. Therefore, one can problematize: how are the children's routines in the city? What spaces in the city do they frequent? What places do they like the most? What places do they dislike? How do they move around the city? What are their wishes with regard for the city? Do they play? For this purpose, the work is based on Childhood Studies, Childhood Sociology and Childhood Geography. Children are conceptualized as active citizens, with participation rights guaranteed by law. It is believed that the relationship between children and the city can be restricted or enhanced. The research is characterized as a case study, in a qualitative approach. The research field was the city of Presidente Prudente (SP). Twenty children from nine to eleven years of public schools participated as subjects, ten from a school close to the central area of the city and ten from a school located in a peripheral area, considered as an area of social exclusion. The data collection procedures with the children were: drawing up a list of places in the city they like the most and dislike; filling out a table of utensils to define socioeconomic class; semi structured interview; frame of routines (activities carried out by each child for a week, with a view of the twenty-four hours of the day); poem of desires (drawings that complement the sentences "My city is ..." and "I would like my city to be ..."). The results showed that children experience situations of citizenship restriction: institutionalization and domestication, insularization, dualization and fragmentation, restriction of autonomy and mobility, according to Sarmento (2018). Playfulness and interactivity are valued by children and, regardless of the living space, they prefer interaction with peers. The children's experiences are affected by the socioeconomic class, the routine of those responsible for them, as well as their knowledge and culture. According to the drawings, the children indicate that the city was conceived as a passing space, with natural and artificial elements coexisting in the urban landscape. Children's wishes for the city were related to leisure, safety, environmental concerns, health, education and playfulness. The childhood landscapes, in the city of Presidente Prudente (SP), include institutions (schools, projects and churches), intimate places (home, grandmother's house, neighborhood), public leisure places (squares, Parque do Povo, Cidade da Criança), private leisure places (shopping malls, Aquatic Park, buffet) and places of consumption (ice cream parlor, city center, stores). The need to create public policies that guarantee child participation in urban planning is defended.
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Palavras-chave
Criança, Cidade, Paisagem da Infância, Pesquisa com crianças, Child, City, Childhood landscape, Research with children