Roselaine Kuhn¹
Email: roselainek@yahoo.com.br

Antonio Camilo Cunha²
Email: camilo@ie.uminho.pt

* Research Project PhD in Child Studies (ongoing) funded by CAPES - Brazil (Coordination of Improvement of Higher Education Personnel - Brazil)
1 PhD Researcher
2 Advisor

Network of choice: 19. Ethnography

1.            Introduction

Childhood is a category resulting from modernity and its numerous modifications in the sciences, politics, education and the arts. From the sixteenth century sits the child subject as distinct from adults, especially regarding the nature of the activities that you are elected as themselves: playing and gaming. Since then , various fields of knowledge hunch up on this phenomenon and science requires the child to be cared for, thought and answered, to the time when specific areas are intended to educate her , like school (Ariès, 1981).

Gradually school knowledge are guided in conflicting perspectives: the effort centered pedagogies and drivers stimuli, and pedagogies centered pleasure of learning, based on the liberating impulses (Sarmento, 2004). On one side are the requirements of the order of school productivity - great rationality / thought world - who conceive playing as loss of time or something useless and unproductive. On the other, it is said that only in freedom to play and move the child is fully developed (Kunz, 1994), a perspective that sees the playful dimension of embodiment of the child inhabited by fantasy, imagination and contemplation, combined with a charming and autonomy equivalent to joy and enjoyment of art that humanizes: man only becomes fully human when he plays (Schiller cited Santin, 1994) - the lived world.

In this context, Merleau-Ponty (1999) argues that it is in the body where things are part of the world, as the body lives the reality of the world with their existential attachments. Being the child of a tax totally sensory experience, the play, the play and move translate the immanent condition of being a child and playing approaches its essence. A dialectical perspective, we have, first, the thought world, streamlined, patterned, and secondly, the world lived as an authentic expression of being a child.

Given these considerations it is postulated the problem:

"What representations that teachers and children have about the play and game?"

In order to find answers to the postulate , the objective is:

- Know the representations of teachers on romp and play;
- Know the representations of children ( students ) about play and game;
- Observe students in the practice of play and games;
- Building a taxonomy of responses that are situated sometimes on the " thought world " now the " living world";
- Contribute information about these two senses of conceiving playing and gaming;
- Contribute a critique ( and original) reflection on this dichotomy, trying to turn it into a dialectic;
- Show that there are other scenarios understanding of human movement;
- Contribute to the knowledge to other educational glances, namely another ethical and aesthetic sense in education.

The study hypotheses therefore correspond to the formulations:
- Representations of teachers on playing and gaming are located in the field of rationality;
- Representations of children about play and play lie in the field of phenomenology;
- There are profound differences between the representations of teachers (and adults ) and children;
- Demonstrations that "appear" in the practice of play and game in freedom and in children are predominantly ontological and phenomenological.

5. References Ariès, P. (1981) História social da criança e da família, 3ª Ed., Rio de Janeiro, Brasil: Guanabara Koogan; pp. 29-68. Bardin, L. (2009) Análise de conteúdo. Edições 70: Lisboa, Portugal. Jimenez, M. (1999) O que é estética?, São Leopoldo, Brasil: Editora UNISINOS, Coleção Focus, volume 3; pp. 31-38. Kunz, E. O interesse na análise do movimento pelas atividades lúdicas: brinquedo e jogo. In: Transformação didática do esporte (1994), Ijuí, Brasil: Editora UNIJUI; pp. 86-102. Merleau-Ponty, M. (1999) Fenomenologia da percepção, 2ª Ed.; Martins Fontes: São Paulo, Brasil. Santin, S. (1994) Educação física: da alegria do lúdico à opressão do rendimento, 3ª Ed., EST Edições: Porto Alegre, Brasil; pp.118-133. Sarmento, M.; Cerisara, A. (Orgs.). As culturas da infância nas encruzilhadas da 2ª modernidade. In: Crianças e Miúdos: Perspectivas Sociopedagógicas de Infância e Educação (2004) Asa: Porto, Portugal; pp. 9-34. Walsh, D. J.; Graue, M. E. (2003) Investigação etnográfica com crianças: teorias, métodos e ética. Fundação Calouste Gulbenkian: Lisboa, Portugal.