Processos educativos na convivência e no brincar de crianças do Serviço Socioeducativo Girassol de Cristais Paulista-SP

Abstract

The Social Assistance public policy aims to ensure through an integrated set of actions, the effectiveness of social service. It seeks the fight against poverty in order to guarantee the minimum social living, family and community interaction. In this perspective, the city of Cristais Paulista serves children aged 6 to 12 years who are at social risk and vulnerable. Also, it develops at Centro de Referência da Assistência Social (CRAS) , the social program Girassol, which assists 24 children during out of school hours (twelve in the morning group and twelve in the afternoon group). The goal is to approach the reality of those children through daily meetings in order to develop their potentials and avoid further weakness. This survey, conducted between 2010 and 2012, investigated the importance of the interaction between children and their parents in the daily service. This research field has one of the socio-educational groups and two other workshops developed by the Social Service. The objectives of this study are to: 1) identify what they learn and teach the children in non-school space 2) describe and analyze educational processes developed from daily leisure activities by the children 3) understand how children and their parents perceives Girassol Service and the act of playing that occurs every day. Three children and their mothers participated in the study. The following procedures were used to develop the research: conversations; nonsystematic and systematic observations with the children, records in field diaries; interviews; and discussions with participants about the data collected. Ten sessions of systematic observation, two interviews with the three invited children and an interview with their respective guardians. From the data gathering, we draw two main themes related to children: 1) Learning and teaching in coexistence. 2) Create and have fun in playing. Also, two themes related to parents: 3) The significance of children participating in the Girassol Service Program. 4) The importance of living and playing for children. The results leads to the understanding of the children as individuals with daily living skills, who learn, teach and resolve conflicts that arise from their differences while collaborating in the activities and games implemented. We see play as an end in itself, which provides enjoyment, but also a form of resistance to the impositions of adults. This is how they exercise themselves as citizens claiming the right to play through various negotiations with teachers to open up more space for play. For mothers, CRAS s space ensures the safety and supervision of their children. Participating in the socio-educational activities, their children learn how to be more independent and responsible while interacting more with teachers and other children. They believe that living in play, children construct their identities and become stronger persons. The dimensions indicated in the research may be of special interest to rethink the practice in the areas of non-school education related to educator s training. Especially, investigating the potential of impoverished families and children as producers of knowledge. They are important points to be considered for the consolidation of the socio-educational work.