This research project has as its object of study Entertaining Games and Mediations in the School Context and assumes that the play activity is a form of communication and expression inside the cultures of childhood and should be seen as essential for the development of children's human faculties. The media, in turn, are analyzed from a critical perspective, in order to overcome the pessimistic views that regard them as responsible for the "death of childhood" and also optimistic views that conceive it as childhood redeemers. We believe that nowadays the mass communication media has been used to achieve various niche markets and how could it be different, childhood as a heterogeneous social category, paradoxically, is taken as a generous slice of the market. This fact associated with intense children's contact with the media, from an early age, has influenced and changed, among other things, the actions and themes of play activities for children. We understand also that from the relational dimension between generations, the child expresses the societal culture in its historical context, however, according to the sociology of childhood, they do it differently from adults as carriers of specific forms of child intelligibility, representation and symbolization of the world. Given these assumptions and under the postulates of authors of the Historical Cultural Theory, Media and Sociology of Childhood, we want this research to investigate the media content preferred by children, aged between eight and ten years, how content of the media appears in recreational activities for children. Further, we will seek to understand how children are doing mediations in this sphere and how they collaborate on new meaning and expansion of entertaining games of their peers within the school. The child is conceived as belonging to a social category with reading and interpretation, ie as a subject who appropriates and produces culture media in this context. On the other hand, the play activity is designed as a privileged space for summary of knowledge, information and promoting the cultural and multilateral development of children. In this context, the research project adopts the methodology of ethnographic research, supported by methodological procedures in literature, participant observation, questionnaires, interviews, seeking to achieve the objectives highlighted and contribute to the understanding of the subject. We expect with this research to expand and upgrade the understanding of media and their influence on children's play activities, to deepen the understanding of the play as a form of knowledge, expression and communication, and analyze children as mediators that enhance and extend the entertaining culture of their peers. We have the expectation that the scientific production reached will collaborate so that teachers value the childhood as a social category, their cultures and processes of communication and interpretation of children. In this sense, we aim to help schools to function as privileged spaces for dialogue between children, adults, cultures and different interpretations. We emphasize that the teacher and their social role become more important, by considering the child as the protagonist with the right to participate, they can make their mediation, working to understand the cultures of childhood and collaborate on new meaning for appropriated information in the context of school, expanding the knowledge of children with meaningful content and essential for human development. Teachers and children, therefore, as players can establish dialogues and thus build the actions, communications and production of meanings and meanings of self, others and the world.
News published in Agência FAPESP Newsletter about the scholarship: