BETWEEN “PLAY” AND “NON-PLAY”, BETWEEN “AFFECTIONS” AND “DISAFFECTIONS”
LEISURE DURING RECESS
Abstract
The aim of this article was to understand children's perspectives on school recess, problematizing aspects of daily life that permeate their leisure experiences. This is a research anchored in a qualitative approach, based on fieldwork that gathered techniques such as participant observation, the production of thematic drawings, and conversations with 30 children during recess time. The results revealed important clues to understand recess as a time-space predominantly used for play, although some relativizations were considered in the analysis of the records, highlighting two dichotomies: 'play' and 'non-play,' and 'affections' and 'disaffections.' It is concluded that children's daily routines during recess are marked by nuances that, while showcasing idiosyncrasies, expose ruptures and continuities from the perspective of these subjects, mainly shaped by paradoxical and sometimes conflicting actions and interactions.
