LET US PLAY, TEACHER. PLAY, A SPACE FOR CHILD PARTICIPATION
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Abstract
From an ethnographic approach and employing instruments such as field diaries and participative observation, it is possible to discover how break constitutes the most important moment for children. It allows meetings, fun, creativity – and even conflicts- but in turn, it also recognizes a space where basic political and civil rights, just as play and participation appear from the children.
On this research, the role of children and their experiences, expressions, relations, and games, from an ethnographic perspective permits to recover their voices. The children expressions reveal how they live and feel their participation from play. Opinions from Trilla & Novella (2001) and Hart (1993) about child participation and from Huizinga (1972) around play are reintroduced for this work.
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