A implementação dos programas de contraturno escolar e as representações de lazer e esporte

• Ano de defesa: 2017
• Autor(a) principal: Marcília de Sousa Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Social; Programa de contraturno escolar; Implementação; Discurso; Representação; Lazer; Esporte; Esportes; Lazer e educação; Representações sociais
• Link de acesso: http://hdl.handle.net/1843/BUBD-ARMN9P

The school counter-period programs developed in the municipal education network of the city of Belo Horizonte, more specifically, the Integrated School and Second while Programs interact with the dynamics of the school and sometimes cause a juxtaposition in the accomplishment of their actions. The objective of this study was to investigate the implementation of these programs and the representations of sports and leisure in the context of the practice, through bibliographical research and case study. The observation was used as a data collection strategy and the instruments used were the records of the field notebook and the interviews with the subjects of the school community (students, managers, teachers, monitors, university trainees and parents). The research was based on the policy cycle to reflect the political and social practices unrolled in the dynamics of the school. The fields of discourse analysis and social representation were covered for the treatment of the data produced by the research subjects. Through the methodological theoretical contribution, the categories of discourse, discursive formation and course genre were defined, whose concepts of scene of enunciation, interdiscourse, small phrases and formulas contributed to the analysis. Anchored in this frame of reference is the understanding that the analysis of the contraturno programs, their implementation and representations of leisure and sports should not consider the programs in themselves, that is, in the activity performed. It is necessary to understand the arguments, discursive formations and the agreements that are concretized in a discourse that supports the perceptible conclusions in the speeches of the subjects. In this sense, the understanding of the implementers of the school against period programs guides to the notion of social protection and care to the participating students, and to a certain extent, to their families. Considering that school counter-period programs have a priority role in 'take out the streets' of the children and adolescents living in the neighborhood, the implementers bring to the universe of the school a social demand that does not solve itself. The school starts to assume for itself a demand that is in line with so many other public policies. And with that, it causes gaps and dissatisfactions with regard to the expected results of it. The implementation process provided clues to a leisure and sports discourse construction with the purpose of prescribing and informing students about the experiences, in other words, the subjects of the action produce the know-how statement and the students rely on the Duty / do. This way of organizing the discourse is the product of discursive restrictions that present themselves, mainly, through the place that the subjects occupy (educator / student, educator teacher / educator monitor). The ideology that sports is health, away from drugs, fighting violence, is competition, and leisure permeates the school's discursive practices. The consensual imagery of this social practice is little advanced for its concreteness in social reality. The discourses of leisure perceived in school practice allow me to mean it as an instrument of induction of disciplined conduct expected and solidified in the context of the production of its representation, as well as entertainment or entertainment necessary for the 'needy' scene in which the programs of counter-period Inserted. In this sense, this study contributes to the possibilities of opening interpretations of the various subjects that participate in the school community, providing the authorship of voices and collective protagonism in the way of constructing "powerful encounters".