Cartografia de espaços e territórios de lazer na escola: mapeando os acontecimentos de inflexões de aprendizagem no brincar de crianças.

Abstract

These studies propose the recognition inserted in the field of Social Sciences, Humanities, and Leisure Studies, by addressing and problematizing issues that surround the social subject of 'child' in their process of knowledge and learning through 'play' during 'childhood'. This 'play' occurs in spaces that can be considered as leisure, identified and mapped in the relief and geography of the school. This study proposes to problematize the movement of children that learn while playing and map the spaces perceived, discovered, and appropriated by them at school. These children learn and recognize the world around them in many different forms through interactions of playing. Such interactions, which permeate the education of the social subject 'child', can be subsidized, in these contexts, by the contributions of Cultural Studies linked to the contributions of Leisure Studies, which seeks to identify educational processes in childhood events, intentionally located in the leisure spaces defined in the school's territories, while deigning a Post-Critical Research. These diverse spaces and territories can provide children with knowledge and opportunities to live and produce, giving meaning to their lives if verified through a perspective of 'education through leisure' in a movement suggested and located in these studies as 'leisure-education'. Education is closely interwoven with leisure, just as leisure is permeated by education in mutual procedures of situations and events. The interest in reflecting and producing knowledge regarding childhood teaching and learning processes in the school spaces and territories arises from the perception that 'leisure' and 'playing' are closely related in these spaces and unite with education to represent the moments when the child builds, deconstructs, and reconstructs through contact with the social group in which he/she is intentionally inserted and allocated to learn and acquire knowledge. These moments represent what we call 'learning inflections' and can be translated as 'internal movement of change'. Therefore, the importance of this research is anchored in the perception, identification, and verification of events of learning inflections during the recognition of the children who play in spaces within the school's territories destined to childhood leisure, in which they learn through the satisfaction of playing. To this end, we conduct bibliographic research, anchored in the methodological paths designed through qualitative and post-critical research, by the approach, creation, and construction of cartography. In this sense, the objective of the research is to move with the school and its actors and social subjects to understand how cartography can map spaces and territories, identified through the child who plays, as 'heterotopic leisure spaces'. Through this, we aim to indicate the events of learning inflections through the social practices present in children play at school. Thus, the research moves towards realizing not only how these moments of change can occur but where and how they occur, identifying the leisure spaces in the school territories that enable new and significant learning and knowledge from the social practices, effectively contributing and building new routes, lines, drawings, and maps for the geography of Leisure Studies.