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Direitos de participação e de brincar : perceções de alunos e alunas do 1º ciclo do ensino básico
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No dia 20 de novembro do ano de 2019 completaram-se 30 anos desde a ratificação da Convenção sobre os Direitos da Criança (CDC) pela Organização das Nações Unidas, documento esse que se destaca na sociedade civil enquanto aquele que propiciou efetivamente uma nova categoria de direitos da criança, constituída pelos direitos de participação. Mesmo com essa perspetiva que propicia um novo olhar para as crianças, no que diz respeito aos seus direitos, ainda há muitas conquistas a serem vivenciadas. Foi neste sentido que, com este estudo, se procura analisar as perceções dos alunos e alunas finalistas do 1º Ciclo do Ensino Básico (1º CEB), sobre os direitos de participação e de brincar. A pergunta de partida foi: Quais as perceções de alunos e alunas finalistas do 1º CEB em relação aos direitos de participação e de brincar? Para dar resposta a essa questão foram realizadas entrevistas individuais semiestruturadas com 22 crianças de uma turma do 4º ano de uma escola pública do concelho de Lisboa (Portugal) e três entrevistas em grupo com 13 dessas crianças. Optou-se por uma metodologia de inspiração qualitativa, realizando uma análise de conteúdo com o apoio do software NVivo 12 Pro, estabelecendo três categorias de análise dos dados: Direitos da Criança, Direito a brincar e Direitos de participação. Como resultados verifica-se que as crianças participantes deste estudo compreendem a existência de seus direitos, apesar de apresentarem dificuldade em atribuir um significado para a palavra. A importância do direito a brincar para a infância é evidente, assim como a sua relação com os direitos de participação, já que o participar está associado, principalmente, ao "fazer algo", como jogos, brincadeiras e atividades escolares. Não foi encontrada uma diferença nas perceções apresentadas nas entrevistas individuais e de grupo, entretanto, durante a realização dos grupos, as crianças apresentaram a reprodução de práticas de interdição já existentes quando confrontadas sobre sua provável atitude enquanto adultos, reconhecendo a sua ineficácia em diversas situações, mas sem apontar outras soluções possíveis. Os direitos de participação e de brincar estão relacionados na perceção destas crianças e, em relação aos primeiros, foi reconhecido o distanciamento da vida destas, pois os(as) participantes revelam a existência de limitações para participação por serem crianças, o que coincide com pesquisas anteriores sobre a temática.
On November 20, 2019, 30 years have passed since the ratification of the Convention on the Rights of the Child (CRC) by the United Nations, a document that stands out in civil society while being the one that effectively provided a new category of children's rights, made by the participation rights. Even with this perspective that provides a new view on children, in relation to their rights, there are still many achievements to reach. It was in this sense that, with this study, the author sought to analyse the perceptions of final year students of the 1st Cycle of Basic Education (1st CEB), about the participation rights and the right to play. The starting question was: What are the perceptions of final year students of the 1st CEB in relation to the participation rights and the right to play? In order to answer this question, individually semi-structured interviews were conducted with 22 children from a 4th year class from a public school in the municipality of Lisbon (Portugal) and three group interviews with 13 of these children. Opting for a qualitative inspired methodology, the author conducted a content analysis with the support of the NVivo 12 Pro software, establishing three data analysis categories: The Rights of the Child, The Child’s Right to Play and The Participation Rights. As a result, it appears that the children participating in this study understand the existence of their rights, despite having difficulty in assigning a meaning to the word. The importance of the right to play for children is evident, as well as its relationship with the participation rights, since participation is mainly associated with "doing something", such as games, playtime and school activities. No difference was found in the presented perceptions of either individual or group interviews, however, during the group activities, children showed a reproduction of already existing interdiction practices when confronted about their likely attitude as adults, recognizing their ineffectiveness in several situations, but without pointing out other possible solutions. The participation rights and the right to play are related in the perception of these children and, in relation to the former, it was recognized as out of reach in their lives, as the participants reveal the existence of limitations for being children, which coincides with previous research on the thematic.
On November 20, 2019, 30 years have passed since the ratification of the Convention on the Rights of the Child (CRC) by the United Nations, a document that stands out in civil society while being the one that effectively provided a new category of children's rights, made by the participation rights. Even with this perspective that provides a new view on children, in relation to their rights, there are still many achievements to reach. It was in this sense that, with this study, the author sought to analyse the perceptions of final year students of the 1st Cycle of Basic Education (1st CEB), about the participation rights and the right to play. The starting question was: What are the perceptions of final year students of the 1st CEB in relation to the participation rights and the right to play? In order to answer this question, individually semi-structured interviews were conducted with 22 children from a 4th year class from a public school in the municipality of Lisbon (Portugal) and three group interviews with 13 of these children. Opting for a qualitative inspired methodology, the author conducted a content analysis with the support of the NVivo 12 Pro software, establishing three data analysis categories: The Rights of the Child, The Child’s Right to Play and The Participation Rights. As a result, it appears that the children participating in this study understand the existence of their rights, despite having difficulty in assigning a meaning to the word. The importance of the right to play for children is evident, as well as its relationship with the participation rights, since participation is mainly associated with "doing something", such as games, playtime and school activities. No difference was found in the presented perceptions of either individual or group interviews, however, during the group activities, children showed a reproduction of already existing interdiction practices when confronted about their likely attitude as adults, recognizing their ineffectiveness in several situations, but without pointing out other possible solutions. The participation rights and the right to play are related in the perception of these children and, in relation to the former, it was recognized as out of reach in their lives, as the participants reveal the existence of limitations for being children, which coincides with previous research on the thematic.
Descrição
Dissertação de Mestrado, Educação e Formação (Área de Especialidade em Desenvolvimento Social e Cultural), Universidade de Lisboa, Instituto de Educação, 2020
Palavras-chave
Ensino básico (1º ciclo) Crianças - Direitos Brincar Teses de mestrado - 2020