Festa na escola e a autopoiese do lazer
Ano de defesa: | 2011 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal do Rio Grande do Norte
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufrn.br/jspui/handle/123456789/18316 |
Resumo: | This study shows the problem of school party and its relations with the perspective of leisure autopoiesis in the lives of students living in student housing. It has aimed to describe and interpret the most meaningful leisure experiences in daily life of a student housing and the ludopoietic processes for the humanescent self-education. From the theoretical assumptions supporting the development of this research have highlighted: Education by Freire (1996); Embodiment by Pierrakos (1990); Leisure by Dumazedier (1999); Party by Duvignaud (1983), Playful by Schiller (2002), Working by Freinet (1998), Autopoiesis by Maturana and Varela (2001), belonging to each day by Certeau (1994). A qualitative study adopts the principles of existential action research, in an ethnofenomenological perspective. As a methodology, we use the metaphor of sowing covering the planting, flowering, harvest and new planting. The scenario was to sow the Escola Agrícola de Jundiaí - RN. Twenty-five students residing in the school participated in research from 2007 to 2008, which involved more actively in the development of an extension project for the implementation of recreational and leisure experiences in that institution. The main instruments used for the construction of data collection were: participant observation, questionnaire, interview, game sand and photographs. The process of data analysis with the ethnofenomenological principles emphasized the following points: experientiality, indexicality, reflexivity, self-organizability, adoptability, archetypal and humanescenciality. New meanings of ludopoietic flowering of seed "party school" were revealed, and you can see the emergence of autopoietic leisure as a big green tree, able to sprout in soil properly fertilized to produce wonderful fruit of joie de vivre |
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Pereira, Lígia Souza de Santanahttp://lattes.cnpq.br/1690476566270135http://lattes.cnpq.br/9326940913150585Camargo, Luiz Octávio de LimaFrança, Tereza Luiza dehttp://lattes.cnpq.br/8809406318062867Pereira, Francisco de AssisAndrade, érika dos Reis Gusmão dehttp://lattes.cnpq.br/0778953049451033Pires, Edmilson Ferreirahttp://lattes.cnpq.br/41631292731321292015-02-24T18:18:38Z2012-10-042015-02-24T18:18:38Z2011-03-18PEREIRA, Lígia Souza de Santana. Festa na escola e a autopoiese do lazer. 2011. 297 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011.https://repositorio.ufrn.br/jspui/handle/123456789/18316This study shows the problem of school party and its relations with the perspective of leisure autopoiesis in the lives of students living in student housing. It has aimed to describe and interpret the most meaningful leisure experiences in daily life of a student housing and the ludopoietic processes for the humanescent self-education. From the theoretical assumptions supporting the development of this research have highlighted: Education by Freire (1996); Embodiment by Pierrakos (1990); Leisure by Dumazedier (1999); Party by Duvignaud (1983), Playful by Schiller (2002), Working by Freinet (1998), Autopoiesis by Maturana and Varela (2001), belonging to each day by Certeau (1994). A qualitative study adopts the principles of existential action research, in an ethnofenomenological perspective. As a methodology, we use the metaphor of sowing covering the planting, flowering, harvest and new planting. The scenario was to sow the Escola Agrícola de Jundiaí - RN. Twenty-five students residing in the school participated in research from 2007 to 2008, which involved more actively in the development of an extension project for the implementation of recreational and leisure experiences in that institution. The main instruments used for the construction of data collection were: participant observation, questionnaire, interview, game sand and photographs. The process of data analysis with the ethnofenomenological principles emphasized the following points: experientiality, indexicality, reflexivity, self-organizability, adoptability, archetypal and humanescenciality. New meanings of ludopoietic flowering of seed "party school" were revealed, and you can see the emergence of autopoietic leisure as a big green tree, able to sprout in soil properly fertilized to produce wonderful fruit of joie de vivreEste estudo apresenta a problemática da festa na escola e as suas relações com a perspectiva da autopoiese do lazer na vida de estudantes que residem em moradia estudantil. Teve como objetivo descrever e interpretar as vivências de lazer mais significativas no cotidiano de uma moradia estudantil e os processos ludopoiéticos para a autoformação humanescente. Dos pressupostos teóricos que subsidiaram o desenvolvimento desta pesquisa, destacamos: Educação com Freire (1996); Corporeidade com Pierrakos (1990); Lazer com Dumazedier (1999); Festa com Duvignaud (1983); Lúdico com Schiller (2002); Trabalho com Freinet (1998); Autopoiese com Maturana e Varela (2001); Cotidiano com Certeau (1994). A pesquisa de abordagem qualitativa adota princípios da pesquisa-ação existencial, numa perspectiva etnofenomenológica. Como recurso metodológico, utilizamos a Metáfora do Semear que abrange o plantio, o florescer, a colheita e a nova semeadura. O cenário do semear foi a Escola Agrícola de Jundiaí - RN. Participaram da investigação 25 estudantes residentes na escola nos anos de 2007 a 2008, que se envolveram mais ativamente no desenvolvimento de um projeto de extensão para implantação de vivências lúdicas e de lazer na referida instituição. Os principais instrumentos utilizados para a construção dos dados foram: observação participante, questionário, entrevista, o jogo de areia e o registro fotográfico. O processo de análise dos dados com os princípios etnofenomenológicos destacou os seguintes aspectos: experiencialidade, indicialidade, reflexividade, auto-organizabilidade, filiabilidade, arquetipalidade e humanescencialidade. Novos sentidos e significados da florescência ludopoiética da semente festa na escola foram revelados, sendo possível constatar a emergência do lazer autopoiético como uma grande árvore frondosa, capaz de brotar em solos adequadamente fertilizados para produzir frutos maravilhosos da alegria de viverapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoCorporeidadeFesta na escolaLudopoieseHumanescênciaAutopoiese do lazerEmbodimentParty schoolLudopoieseHumanescênciaAutopoiesis of leisureCNPQ::CIENCIAS HUMANAS::EDUCACAOFesta na escola e a autopoiese do lazerinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALFestaEscolaAutopoiese_Pereira_2011.pdfapplication/pdf4908798https://repositorio.ufrn.br/bitstream/123456789/18316/1/FestaEscolaAutopoiese_Pereira_2011.pdffde13ed4ac52471042932a1c8bca27c2MD51TEXTLigiaSSP_TESE.pdf.txtLigiaSSP_TESE.pdf.txtExtracted texttext/plain697610https://repositorio.ufrn.br/bitstream/123456789/18316/6/LigiaSSP_TESE.pdf.txtd49ad7bab53a8090d0cd0e9bcf5bc9dcMD56FestaEscolaAutopoiese_Pereira_2011.pdf.txtFestaEscolaAutopoiese_Pereira_2011.pdf.txtExtracted texttext/plain697588https://repositorio.ufrn.br/bitstream/123456789/18316/8/FestaEscolaAutopoiese_Pereira_2011.pdf.txt4592f2086af0a304e145b88d3a5e1a0eMD58THUMBNAILLigiaSSP_TESE.pdf.jpgLigiaSSP_TESE.pdf.jpgIM Thumbnailimage/jpeg12973https://repositorio.ufrn.br/bitstream/123456789/18316/7/LigiaSSP_TESE.pdf.jpgc963f4f0d1686a4a7c3fbe89e0d20dfeMD57FestaEscolaAutopoiese_Pereira_2011.pdf.jpgFestaEscolaAutopoiese_Pereira_2011.pdf.jpgGenerated Thumbnailimage/jpeg2354https://repositorio.ufrn.br/bitstream/123456789/18316/9/FestaEscolaAutopoiese_Pereira_2011.pdf.jpg60c3e7776d91d0a8b5fac8eedf119e49MD59123456789/183162019-06-30 02:21:03.344oai:https://repositorio.ufrn.br:123456789/18316Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2019-06-30T05:21:03Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Festa na escola e a autopoiese do lazer |
title |
Festa na escola e a autopoiese do lazer |
spellingShingle |
Festa na escola e a autopoiese do lazer Pereira, Lígia Souza de Santana Corporeidade Festa na escola Ludopoiese Humanescência Autopoiese do lazer Embodiment Party school Ludopoiese Humanescência Autopoiesis of leisure CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Festa na escola e a autopoiese do lazer |
title_full |
Festa na escola e a autopoiese do lazer |
title_fullStr |
Festa na escola e a autopoiese do lazer |
title_full_unstemmed |
Festa na escola e a autopoiese do lazer |
title_sort |
Festa na escola e a autopoiese do lazer |
author |
Pereira, Lígia Souza de Santana |
author_facet |
Pereira, Lígia Souza de Santana |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/1690476566270135 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/9326940913150585 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Camargo, Luiz Octávio de Lima |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees2.pt_BR.fl_str_mv |
França, Tereza Luiza de |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/8809406318062867 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Pereira, Francisco de Assis |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees4.pt_BR.fl_str_mv |
Andrade, érika dos Reis Gusmão de |
dc.contributor.referees4ID.por.fl_str_mv |
|
dc.contributor.referees4Lattes.por.fl_str_mv |
http://lattes.cnpq.br/0778953049451033 |
dc.contributor.referees5.pt_BR.fl_str_mv |
Pires, Edmilson Ferreira |
dc.contributor.referees5ID.por.fl_str_mv |
|
dc.contributor.referees5Lattes.por.fl_str_mv |
http://lattes.cnpq.br/4163129273132129 |
dc.contributor.author.fl_str_mv |
Pereira, Lígia Souza de Santana |
dc.subject.por.fl_str_mv |
Corporeidade Festa na escola Ludopoiese Humanescência Autopoiese do lazer |
topic |
Corporeidade Festa na escola Ludopoiese Humanescência Autopoiese do lazer Embodiment Party school Ludopoiese Humanescência Autopoiesis of leisure CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Embodiment Party school Ludopoiese Humanescência Autopoiesis of leisure |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study shows the problem of school party and its relations with the perspective of leisure autopoiesis in the lives of students living in student housing. It has aimed to describe and interpret the most meaningful leisure experiences in daily life of a student housing and the ludopoietic processes for the humanescent self-education. From the theoretical assumptions supporting the development of this research have highlighted: Education by Freire (1996); Embodiment by Pierrakos (1990); Leisure by Dumazedier (1999); Party by Duvignaud (1983), Playful by Schiller (2002), Working by Freinet (1998), Autopoiesis by Maturana and Varela (2001), belonging to each day by Certeau (1994). A qualitative study adopts the principles of existential action research, in an ethnofenomenological perspective. As a methodology, we use the metaphor of sowing covering the planting, flowering, harvest and new planting. The scenario was to sow the Escola Agrícola de Jundiaí - RN. Twenty-five students residing in the school participated in research from 2007 to 2008, which involved more actively in the development of an extension project for the implementation of recreational and leisure experiences in that institution. The main instruments used for the construction of data collection were: participant observation, questionnaire, interview, game sand and photographs. The process of data analysis with the ethnofenomenological principles emphasized the following points: experientiality, indexicality, reflexivity, self-organizability, adoptability, archetypal and humanescenciality. New meanings of ludopoietic flowering of seed "party school" were revealed, and you can see the emergence of autopoietic leisure as a big green tree, able to sprout in soil properly fertilized to produce wonderful fruit of joie de vivre |
publishDate |
2011 |
dc.date.issued.fl_str_mv |
2011-03-18 |
dc.date.available.fl_str_mv |
2012-10-04 2015-02-24T18:18:38Z |
dc.date.accessioned.fl_str_mv |
2015-02-24T18:18:38Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
PEREIRA, Lígia Souza de Santana. Festa na escola e a autopoiese do lazer. 2011. 297 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/jspui/handle/123456789/18316 |
identifier_str_mv |
PEREIRA, Lígia Souza de Santana. Festa na escola e a autopoiese do lazer. 2011. 297 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011. |
url |
https://repositorio.ufrn.br/jspui/handle/123456789/18316 |
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por |
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por |
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openAccess |
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Universidade Federal do Rio Grande do Norte |
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Programa de Pós-Graduação em Educação |
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UFRN |
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BR |
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Educação |
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Universidade Federal do Rio Grande do Norte |
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