<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152020000400047</article-id>
<article-id pub-id-type="doi">10.29352/mill0205e.03.00266</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Recreation: the organization of other spaces for other learnings]]></article-title>
<article-title xml:lang="pt"><![CDATA[O recreio: a organização de outros espaços para outras aprendizagens]]></article-title>
<article-title xml:lang="es"><![CDATA[Recreación: organizar nuevos entornos para permitir nuevas experiencias de aprendizaje]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eira]]></surname>
<given-names><![CDATA[Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[António Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Viseu Escola Superior Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<numero>esp5</numero>
<fpage>47</fpage>
<lpage>56</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152020000400047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152020000400047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152020000400047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Play is strongly related to learning, especially during the early years of a child's life and evidence shows that the child discovers and explores the world that surrounds him as he uses his toys and takes part in different types of games. Play assumes then a fundamental pedagogical function and represents an innate way of learning that allow children to develop their own ability to explore and master their surroundings in such a simple and formative way.  Objectives:  We designed the corpus of the study that included the following objectives: (i) to learn more about the participants&#8217; perspectives on the role played by playful activities and school recess in the learning of primary education children; (ii) to identify the activities that children enjoy the most during recess; (iii) to understand how schools conceive their recreational spaces and facilities.  Methods:  The research instrument of choice was the semi-structured individual interview. This instrument was based on a set of sixteen questions given to primary school teachers who were teaching in two school groupings located in the district of Viseu. The target population of our study is composed of six primary school teachers whose career span ranges between 10 and 30 years of professional activity in this particular educational stage. A three phase content analysis was then carried out to process the amount of data obtained.  Results:  The participants realize that playing is strongly connected to learning and that the child discovers the role he will play in the world as he engages in different playful activities. School recess is one of the children&#8217;s favourite school settings as it offers them moments of joy and social pleasure. This is a place where socialization takes on great significance, both through peer-to-peer interaction and through the interaction that the children will develop with the adults who are responsible for them.  Conclusions:  Recess and playful moments benefit all children and will play a decisive role in their overall development. In this case, teachers claim to know the children's favourite free time activities and use outdoors space to implement some activities for some of their classes, especially when it involves experiences in which contact with nature will facilitate the students&#8217; learning. The importance of such activities seems to be gaining more and more recognition among experts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  O brincar está profundamente ligado à aprendizagem, principalmente nos primeiros anos de vida da criança. Através dos brinquedos e das brincadeiras, a criança descobre e explora o mundo que a rodeia. O jogo assume uma componente pedagógica fundamental, uma forma inata de aprender, permitindo à criança desenvolver a sua capacidade de experimentar e apropriar-se do que a rodeia, de forma simples e, por conseguinte, tão formadora.  Objetivos:  Construímos o corpus deste estudo, cujos objetivos foram: (i) conhecer as perspetivas dos participantes sobre o lúdico e o recreio escolar nas aprendizagens das crianças do 1.º CEB; (ii) identificar as atividades preferenciais das crianças nos tempos de recreio; (iii) percecionar como as escolas concebem os espaços de recreio.  Método:  O instrumento de pesquisa utilizado foi a entrevista individual semiestruturada, organizada a partir de um conjunto de dezasseis questões efetuadas a professores do 1.º CEB de dois agrupamentos distintos do distrito de Viseu. Participaram do estudo seis professores com experiência profissional, situada entre 10 e 30 anos, no Ensino Primário. Posteriormente, procedeu-se à análise de conteúdo para tratamento dos dados, desenvolvida em três fases.  Resultados:  A perceção dos participantes revela que brincar está fortemente associado a aprender, sendo que a criança descobre o seu papel na sociedade e no mundo enquanto se envolve em diferentes atividades e brincadeiras. O recreio é um espaço privilegiado e um dos mais valorizados pela criança, na medida em que oferece oportunidades de alegria e prazer social. Constitui um contexto no qual a socialização assume extrema importância, quer através da interação entre pares, quer da interação que a criança estabelece e desenvolve com os adultos responsáveis por ela.  Conclusões:  O recreio e os momentos de brincadeira beneficiam a criança e arcam um papel decisivo no seu desenvolvimento global. No contexto específico do nosso estudo, os professores reconhecem esta importância e fazem uso do espaço exterior para implementar atividades para as suas classes, especialmente as que envolvem contacto com a natureza, de modo a facilitar as aprendizagens das suas crianças. Atualmente, o peso e relevância de tais atividades têm vindo a ser gradualmente reconhecidos pelos especialistas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Jugar está profundamente relacionado con el aprendizaje, especialmente en los primeros años de la vida de un niño y la evidencia muestra que el niño descubre y explora el mundo que lo rodea mientras usa sus juguetes y participa en diferentes tipos de juegos. El juego adquiere un componente pedagógico fundamental, una forma innata de aprendizaje, que le permite al niño desarrollar su capacidad de experimentar y apropiarse de lo que lo rodea, de una manera simple y, por lo tanto, tan formativa.  Objetivos:  diseñamos el corpus del estudio, cuyos objetivos fueron: (i) conocer las perspectivas de los participantes sobre la diversión y el recreo escolar en el aprendizaje de los niños de educación primaria; (ii) ) identificar las actividades preferidas de los niños durante los momentos de recreación; (iii) comprender cómo las escuelas conciben sus espacios e instalaciones recreativas.  Método:  El instrumento de investigación elegido fue la entrevista individual semiestructurada. Este instrumento se basó en un conjunto de dieciséis preguntas dadas a maestros de primaria que enseñaban en dos grupos escolares ubicados en el distrito de Viseu. La población objetivo de nuestro estudio está compuesta por seis maestros de primaria cuya carrera abarca entre 10 y 30 años de actividad profesional en esta etapa educativa en particular. Luego se realizó un análisis de contenido trifásico para procesar la cantidad de datos obtenidos.  Resultados:  Los participantes se dan cuenta de que jugar está fuertemente conectado con el aprendizaje y que el niño descubre el papel que jugará en la sociedad y en el mundo al participar en diferentes actividades lúdicas. El recreo escolar es uno de los entornos escolares privilegiados y uno de los más valorados por los niños, ya que les ofrece momentos de alegría y placer social. Este es un lugar donde la socialización adquiere una gran importancia, tanto a través de la interacción entre pares como a través de la interacción que los niños desarrollarán con los adultos responsables de ellos.  Conclusiones:  El recreo y los momentos lúdicos benefician a todos los niños y desempeñarán un papel decisivo en su desarrollo general. En el contexto específico de nuestro estudio, los maestros reconocen esta importancia y hacen uso del espacio al aire libre para implementar actividades para sus clases, especialmente aquellas que involucran contacto con la naturaleza, para facilitar el aprendizaje de sus niños. Actualmente, el peso y la relevancia de tales actividades han sido gradualmente reconocidos por especialistas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[child]]></kwd>
<kwd lng="en"><![CDATA[free time]]></kwd>
<kwd lng="en"><![CDATA[play]]></kwd>
<kwd lng="en"><![CDATA[school recess and learning]]></kwd>
<kwd lng="pt"><![CDATA[criança]]></kwd>
<kwd lng="pt"><![CDATA[tempo livre]]></kwd>
<kwd lng="pt"><![CDATA[brincar]]></kwd>
<kwd lng="pt"><![CDATA[recreio e aprendizagem]]></kwd>
<kwd lng="es"><![CDATA[niño]]></kwd>
<kwd lng="es"><![CDATA[tiempo libre]]></kwd>
<kwd lng="es"><![CDATA[juego]]></kwd>
<kwd lng="es"><![CDATA[recreo escolar y aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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