SCHOOL PLAYGROUND: SPACE AND TIME OF INFANT INTERACTIONS PRODUCTION

Abstract

This paper analyzes, from space and time in a school playground, how are established power relations among children; in other words, how the children interactions were put into operation by the children themselves - in a general way - and problematize recess as a time regarded as free, and that therefore the children's actions would be intensified. The data were collected from the practice of “bricolage”, where was made crucial the dialogue among some tools, such as class reports, photographic records, conversations, interviews and observations.  During the observations it was noticed out that both the recess time and the children interactions are crossed by the disciplinary order, so the actions of children are not exempt of infant intentionality and power. They are placed working from the operation of some disciplinary instruments such the sanction, supervision and examination.