| dc.description.abstract | This study seeks to understand how Leisure presents itself within the institutional reception of children and adolescents in Belo Horizonte, based on the perception of the educators about Leisure and the strategies developed to offer children and adolescents the multiple possibilities of experiencing leisure. As a qualitative approach, as methodology was chosen, the documentary analysis of the Educational Political Project of the institution; I conducted semi-structured interviews with 6 (six) educators and with the coordinator; And finally chose the non-participant observation as a complementary method of obtaining the data. The data were analyzed from the logic of the content analysis, for that I used the software MAXQDA 12. It is possible to perceive, from the interviews, that the Leisure represents an important moment in the conception of the educators, however, one also perceives the character Strongly functionalist and utilitarian attributed to it, usually linked to rest or energy expenditure of children. When this extrapolates the walls of the institution, they are usually linked to more erudite cultural activities, such as theater and museums, finding as part of an inhibiting whole the financial difficulties to access them. The intervention of volunteers is presented in the speeches of the educators as essential for the offer of varied activities. In addition to economic factors, the interviewees pointed out that the routine of children is one of the main obstacles to the enjoyment of Leisure. In relation to the spaces designated as a leisure practice, the ecological park of the neighborhood stood out as a privileged place for these, but what is perceived is that there is usually no proposition of activities differentiated from the daily ones, as well as the use of the place is conditioned to the Time available in the routine of the children, even if the daily use of this is in the proposal of the Political Project Pedagogical of the institution. Within the institution, spaces designated specifically for leisure time, such as the toy room and the reading room, are closed, also conditioned by the availability of time for children to access them. Thus, even considered important in the view of educators, leisure within the host institution finds innumerable barriers to its usufruct, the main being the utilitarian and functionalist value attributed to it, which consequently generates a subordinate position to the other factors of the To find their time-space, as well as to mobilize educators in critical attitudes towards it. | |
