Navegando por Assunto "Brincadeiras e crianças"

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Brincadeiras simbólicas em situação estruturada de crianças em acolhimento institucional
(Universidade Federal do Pará, 2013-10-30) FILOCREÃO, Camila Lima; MAGALHÃES, Celina Maria Colino; http://lattes.cnpq.br/1695449937472051
Institutional shelter is a protection measure that defines a parental removal when the rights of children and teenagers are threatened. Shelter institution can be regarded as the development context of those who are attended, marked through stimulation, activities and interpersonal relationship. It is substantial to evaluate the sheltering on the child’s perspective in order to extend the comprehension of this phenomenon. When dealing with children, is appropriate to use research techniques that looks familiar and enjoyable. Several researchers have been interested in investigate the play as a way to understand the child universe. This qualitative study had as goal to categorize, describe and analyze the content of symbolic play by which children played in a institutional shelter, focused on the institution itself and child’s family background. The research happened on Espaço de Acolhimento Provisório Infantil (EAPI) that shelters male and female children from zero to six years old. Overall, ten children took part of the study. It was used as tool and material a Characterization Form, a model representing the two institutional environment, everyday object toys, dolls and a video camera. A documental research with the Characterization Form was performed together with a gathering of playful resources. On a reserved room, one of the researchers interacted with the child while the other was filming. Four sessions of thirty minutes were performed with each participant. The results were organized in the following categories and subcategories: 1. Playing shelter (1.1. Routine acknowledgement, 1.2. Games and Plays, 1.3. Relationships); and 2. Playing Family (2.1. Routine, 2.2. Relationships and 2.3. The Family in danger). It was possible to identify the child’s conception about the institutional daily activities and to observe its familiar daily intimacy.