Name: EMMILY RODRIGUES GALVÃO
Type: MSc dissertation
Publication date: 06/08/2019
Advisor:
Name |
Role |
|---|---|
| ANDRÉ DA SILVA MELLO | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| ANDRÉ DA SILVA MELLO | Advisor * |
| RAQUEL FIRMINO MAGALHÃES BARBOSA | External Examiner * |
Summary: This research aims to study the pedagogical relations of Physical Education with children and teenagers in treatment for cancer, through games and play. The goals are: a) To analyze the challenges and possibilities of the pedagogical relations of Physical Education with children and teenagers in treatment for cancer, through the university extension project Playing is the Best Medicine‟; b) To discuss possible didactic-pedagogical premises for Physical Education to mediate knowledge with children and teenagers in treatment for cancer, based on the pedagogical relations experienced in the project; and c) To discuss the formative process of Physical Education teachers for pedagogical mediation with children and teenagers in treatment for cancer, based on lived experience. To this end, this research applies Collaborative Action-Research methodology, which made possible the mediation between the pedagogical relations of Physical Education in the project Playing is the Best Medicine‟, the analysis of the knowledge originated from these relations and the formative processes derived from them. The subjects of the research are 88 children and 43 teenagers in treatment for cancer, their family members and a multidisciplinary Acacci staff (pedagogue, social worker, social work intern, and social educator). In the Collaborative Action-Research, the data were systematized in a field diary, still and moving iconographic images (pictures and video), drawings and narratives of the subjects spontaneously produced in the project‟s day-to-day. In the process of analysis, the data derived from different sources were triangulated, in permanent dialogue with the epistemological and theoretical premises that guide this research. As the main results, we point to three pedagogical orientations, being: reactive input, interaction and mediation and the categories that emerged and were analyzed from these pedagogical relations, being: intergenerational relations, family relations, collaborative relations, and teacher formation. The data analyzed indicate that the closeness generated by means of reactive input, associated with the processes of interaction and pedagogical mediation, makes possible actions of relaxation and joy, that favored the promotion of autonomy, authorship, creativity and protagonism of the children and teenagers in treatment for cancer, who could externalize their cultural productions and the different forms of appropriation of the games and play available in the project.
Keywords: Children. Teenagers. Pedagogical actions. Cancer treatment.
