Direito ao tempo livre e lazer dentro e fora da escola: percepções e preferências das crianças do 2º ano do Ensino Fundamental

Abstract

The research entitled "Right to Free Time and Leisure in and out of school: Perceptions and preferences of 2nd grade children" investigated the importance of leisure as a social right guaranteed by the Federal Constitution of 1988, especially in the context of full-time schools, where the long stay limits children's free time. The main objective was to understand how the students of the 2nd year of Elementary School at the Olga Benário Full-Time School, in Palmas/TO, used their recess and leisure time, addressing the available options, the preferences of the students and the dynamics of the school environment. The research was structured in three articles. The first article analyzed the academic production on leisure and free time at school between 2012 and 2023. 14 articles from journals of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Scientific Electronic Library Online (SciELO) were analyzed. The analysis was classified into categories such as leisure spaces, children's perception, children's rights and public policies. As a result, the need to promote the appreciation of children's free time was highlighted, highlighting their perception and the opportunities for them to enjoy playful activities. The articles analyzed indicated that leisure experiences contribute to the integral development and acquisition of social skills. It was concluded that it is essential to recognize the right of children to leisure and to create adequate conditions for their experience. The research suggests that public policies be formulated to ensure equitable access to leisure, strengthening child well-being and promoting fundamental rights. The second article listened to the narratives of 24 elementary school children about leisure and free time, using a qualitative approach. Data collection included semi-structured interviews, direct observations during recess and logbook entries. The children were encouraged to express their preferences and ideas to improve the space/time of the playground. The results showed that recess is a valued moment, where children prefer dynamic and social activities. However, the survey also highlighted the lack of diversity of toys and suitable spaces, limiting leisure options. The article concludes that the playground should be rethought as a space of autonomy and cultural expression. Valuing leisure practices is essential for children's social and emotional development. The recognition of children's protagonism is crucial for the construction of meaningful leisure experiences. The third article describes the implementation of the project "My Playground, My Choices", which aims to resignify school recess. The methodology involved the organization of playful activities in thematic stations and the introduction of the "Toy Chest", where children could bring toys from home and choose their activities. The results indicated a significant increase in children's satisfaction, with reports of greater happiness and freedom in choices. The project fostered a collaborative environment, where children felt more engaged and valued. The article concludes that the pedagogical intervention contributed to the development of social and emotional skills, while strengthening the sense of community among students. The promotion of the right to play and autonomy is essential to ensure a space that respects children's culture and fosters a more inclusive school environment. The dissertation concluded that integrating leisure into the educational process was fundamental for the integral development of children, promoting an inclusive and stimulating school environment. In addition, he emphasized the importance of creating a collective consciousness that valued free time as essential for the well-being and quality of life of children, contributing to the formation of more conscious and happy citizens.