Histórias do brincar: um estudo com adultos e suas trajetórias

• Ano de defesa: 2021
• Autor(a) principal: Sartori, Gabriela Dias
• Orientador(a): Alves, Fernando Donizete
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Brincar; Adulto; Experiência; Narrativas (auto)biográficas; Mônadas
• Palavras-chave em Inglês: Play; Adult; Experience; (Auto)biographical narratives
• Palavras-chave em Espanhol: Monads; Jugar; Gioco
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/14778

In the midst of a meritocratic, capitalist, productivist scenario, we bring the discussion and reflection about playing as an intrinsic experience of the human being. The objective of this research was to understand how a play experience is significant for adults in their life trajectories. The participants were 24 adults, 12 from Brazil and 12 from Spain, linked to different educational contexts (formal, non-formal and informal), whether through teaching, research, projects, groups of friends who get together for some kind of activity related to playing, interface with the areas of leisure, school education and art. The research question that moved this work was: What is the meaning of playing in adults' lives and how does this reflect on their life and professional experience? This study has a qualitative methodological approach and data collection was carried out through interviews. The theoretical framework dialogues with data analysis, addressing the formation of society, human beings and learning intertwined with playing, in the midst of their life trajectories. Data analysis occurred according to content analysis, respecting the subjects that emerged from the participants, dialogically approached with contributions from authors within such themes. In the narratives transformed into monads, we find playing adults, who conceptualized playing as it exists and manifests itself, in a timeless manner and as an experience of learning generated and re-visited throughout life. The monads addressed the themes: time, work, ludic elements, family, freedom, permanent learning, reflections on fun, encounters and bonds, conceptualizing the play, toys, and the record of what these adults play. The findings of playing as a form of bonds, relationships with oneself, with the other and with the world in a permanent way are significant. Thus, this research intended to contribute to the area of Education by proposing discussions on the importance of playing as a perennial and formative activity in human experience.