Lazer e adolescentes em privação de liberdade : um diálogo possível?

• Ano de defesa: 2012
• Autor(a) principal: Conceição, Willian Lazaretti da
• Orientador(a): Onofre, Elenice Maria Cammarosano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• País: BR
• Palavras-chave em Português: Lazer; Processos-educativos; Adolescentes em privação de liberdade; Fundação CASA; Educação; Educação de jovens e adultos em privação de liberdade
• Palavras-chave em Inglês: Leisure; Educational processes; Adolescents in deprivation of liberty; Fundação CASA
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/2630

The present study aims for a more consistent approach of the existing debates concerning leisure and the adolescents who committed infractions and are fulfilling socio-educational measures in confinement at Fundação CASA. This is a study of qualitative nature trying to understand the educational processes derived from leisure while a social practice, that should be considered a right for everyone. Five confined youths fulfilling socio-educational measure were enrolled in this study, along all the year of 2011. Data were collected from documentary analyses, observation of participants, semi-structured interviews, and image recordings. In order to build the results, we performed a content analysis in which we could identify three major instances: a) leisure concept; b) leisure activities; c) educational processes. The leisure activities instance (b) was evaluated under three perspectives: before privation, while fulfilling confinement measure, and while fulfilling disciplinary action. The educational processes instance was analyzed under two spots: that resulting from leisure activities in deprivation of liberty, and that derived from institutionalization. Our study makes evident that the adolescents understand leisure experiences as a source of pleasure and playfulness, even when they are mandatory, and that the fulfillment of disciplinary action restricting the participation in activities appears as a possibility for reflection, since it comes associated to dialogues, assuming that dialogues subsidize every educational process, regardless the context where people are inserted.