Abstract
Resumo No Pantanal sul-mato-grossense, no município de Corumbá, há um grupo de unidades escolares denominadas escolas das águas, assim chamadas por estarem situadas em regiões de difícil acesso e sofrerem influência do ciclo das águas. O presente artigo apresenta resultados de uma tese de doutorado que analisou a cultura lúdica das crianças de uma dessas escolas. O estudo foi realizado em contexto escolar, com 33 crianças, e envolveu observações, entrevistas e análise de desenhos sobre brincadeiras e jogos produzidos pelas crianças a pedido do pesquisador. Os dados foram submetidos a análise de conteúdo e categorizados em dois eixos temáticos: tipologia do jogo/brincadeira e mídias na cultura lúdica. Os resultados indicam fortes semelhanças entre a cultura lúdica das crianças pantaneiras e de outras regiões do Brasil e pouca presença da cultura pantaneira nas brincadeiras desenvolvidas pelas crianças na escola pesquisada.
Highlights
Games and plays are part of childhood
It varies according to each subject and his/her group, habits, weather and spatial conditions, and is, according to the author, what gives the references for children to distinguish what is real and what is a play
Studies done in different contexts and spaces in the country indicate that games and plays are marked by Brazilian cultural identities and social characteristics, as in other cultures (Carvalho, 2007; Fernandes, 2015; Friedmann, 1995; Santos & Koller, 2003)
Summary
Games and plays are part of childhood. Games are a voluntary, fun, out-of-theeveryday-routine activity, able to intensely absorb who is playing, leading to a temporary suspension of reality (Huizinga, 1998). Brougère (1998a) affirms that games and plays are part of a “ludic culture”, understood as a group of procedures that make the game possible. It varies according to each subject and his/her group, habits, weather and spatial conditions, and is, according to the author, what gives the references for children to distinguish what is real and what is a play (a fight on school break, for example). This distinction “is not easy for adults, especially those who, in their daily activities, are farther from children” Studies done in different contexts and spaces in the country indicate that games and plays are marked by Brazilian cultural identities and social characteristics, as in other cultures (Carvalho, 2007; Fernandes, 2015; Friedmann, 1995; Santos & Koller, 2003). The universality of playing is subsidized by the singularity of each region and the social context the child lives
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