O brincar como tecnologia de mediação no trabalho de educadores(as) sociais em serviço de convivência e fortalecimento de vínculos

Abstract

This study investigates play in the context of the basic social protection of the National Social Assistance Policy (PNAS), specifically in the form of Coexistence Service and Strengthening Bonds (SCFV) for children aged 6 to 15 years. The study is linked to the research line “Technology and Work” of the Post-Graduation Program in Technology and Society (PPGTE) of the Federal Technological University of Paraná (UTFPR), which proposes critical and contextualized analysis and reflection of work within the scope of relationships and in this context. Sense reflects on the work of Social Educators and the relationships in their daily work and how playing is a technology that can mediate these relationships. The research was developed through a descriptive-exploratory study, of a qualitative character and sought to identify the meanings of playing in the daily work of Social Educators in institutions that serve children and adolescents (from 6 to 15 years old) in social vulnerability in SCFV modality. The research procedures involved theoretical study, literature review and field research through the application of semi-structured interviews and image analysis. Participated in the field study 5 Social Educators from 2 non-governmental social assistance institutions in the city of Curitiba, Paraná, who, as provided for in the PNAS and SCFV guiding documents, execute SCFV serving children and adolescents, from 6 to 15 years old. The theoretical study resulted in the identification of four concepts about playing that are central to the cultural historical perspective and a central concept in the SCFV guiding documents: (1) the concept of the imaginary situation; (2) function and action of objects in the play situation; (3) Mobility – entering and leaving the real and imaginary world; (4) Collective and individual imagery; (5) Coexistence and bond. These concepts were translated into theoretical categories of the study. The empirical categories related to playing were selected by the researcher afterwards the field research, which are: (1) Playing as a work tool; (2) Play as a facilitator of the expression of emotions and a facilitator of the development of creativity; (3) Playing as a means of understanding the child’s reality; (4) Playing promotes socialization and bonding; (5) Play facilitates the introduction of themes related to the work of the Social Educator; (6) Play directed by the social educator X Play free. The analysis and discussion from the theoretical and empirical data allowed to establish a dialogue between the information found from the images and the responses of the Social Educators and the theoretical data. The result of the study shows how playing is present in the daily work of Social Educators based on the meanings attributed to playing by the professionals themselves. The study contributed to the advancement of reflections on the existing public policies in the context of assisting SCFV with a focus on the right to overcome the situation of vulnerability through dynamics that encourage play. In addition, the discussion of the data demonstrates the importance and need to deepen the discussions about the formation of the professional Social Educator.