Playing as an approach of psychology students to participant observation: Experience report
DOI:
https://doi.org/10.36367/ntqr.12.2022.e618Keywords:
Participant observation, Child play worker, Humanization, HEIAbstract
The approach to the field of qualitative research in psychology requires the construction of a series of contents, whether conceptual, procedural and/or attitudinal. In the curricular component “Techniques and Practices of Research in Psychology III” the psychology student is inserted in the field of practice (a waiting room of a health center), as a child play worker (with a view to humanization), assuming the role of an observer participant, thus being introduced to this qualitative research technique. Goal: To report an experience of bringing psychology students closer to the field of scientific investigation, in the place of a participant observer, through play, in a waiting room of a medical center, of a Higher Education Institution. Method: Experience report of a participant observation, in the role of a child play worker, in a waiting room of a Health Center. Result: From the remembrance of the facts and the reading of the documents generated in the TEPIN III curricular component (field diaries and reports), we identified two important moments: the first, referring to the preparation for going to the field, which involved the construction of knowledge about the importance of playing, biosafety norms, health humanization processes and, mainly, the role of the participant observer. The child play worker, as an observer, had to be aware that his activity goes beyond the relationship with the ludic; his role is set, in the proposed context, as that of an observer participating in that environment and of people involved in the process, including himself. Conclusions: It can be noticed that these practices are important for the formation of the student of psychology courses, understanding the value of acting in the field of practice from an early age, for enabling the development of fundamental knowledge that must be acquired by students, throughout their journey and, particularly, favoring an approach to the field of research.
References
Costa, A. V. L. C., Jesus, M. T. de & Carvalho, M. J. C de. (2016). O brinquedista: um técnico em brinquedotecas na clínica de psicologia. Ideias e Inovação-Lato Sensu, 3(1), 67-74. https://periodicos.set.edu.br/ideiaseinovacao/article/view/2992/1595
Faria, A. C. E., Lima, A. C. F., Vargas, D. P. O., Gonçalves, I., Stopa, C., & Brugger, L. C. E. (2012). Método Montessoriano: a importância do ambiente e do lúdico na educação infantil. Revista Eletrônica da Faculdade Metodista Granbery, 12, 1-21. http://re.granbery.edu.br/artigos/NDY2.pdf
Faria, A. A. de, & Daltro, M. R. (2019). Relato de experiência: uma narrativa científica na pós-modernidade. Revista Estudos e Pesquisas em Psicologia, 19(1), 223-237. https://doi:10.12957/epp.2019.43015.
Fino, C. M. N. (2003). FAQs, etnografia e observação participante. Revista europeia de etnografia da educação, 3, 95-105. https://digituma.uma.pt/handle/10400.13/498
Kailer, P. G. D. L. & Mizunuma, S. (2009). As contribuições dos brinquedistas hospitalares nas concepções dos profissionais da saúde [Paper presentation]. X Congresso de Educação – EDUCERE; III Encontro Sul Brasileiro de Psicopedagogia, Curitiba, Paraná, Brasil. https://educere.bruc.com.br/cd2009/pdf/2739_1673.pdf
Lapassade, G. (2005). A observação participante. In G. Laplassade. As microssociologias. (pp. 69-90). Liber.
Lira, N. A. B., & Rubio, J. de A. S. (2014). A importância do brincar na educação infantil. Revista Eletrônica Saberes da Educação, 5(1), 1-22. http://sentidounico.com.br/wp-content/uploads/2017/09/brincar-e-educa%C3%A7%C3%A3o-infantil.pdf
Queiroz D.T, Vall J, Souza A.M.A, Vieira N.F.C. (2007) Observação participante na pesquisa qualitativa: conceitos e aplicações na área da saúde. Revista Enfermagem UERJ, 15(2), 276-83. https://edisciplinas.usp.br/pluginfile.php/2020779/mod_resource/content/1/Observa%C3%A7%C3%A3o%20Participante.pdf
Real, H. R., Santos, D. F. M. dos, & Weber, M. M. (2017, agosto). O brincar livre: reflexões para o professor de pré-escola [Paper presentation]. XIII Congresso Nacional de Educação, Curitiba, Paraná, Brasil. https://educere.bruc.com.br/arquivo/pdf2017/23654_12640.pdf
Rolim, A. A. M.; Guerra, S. S. F.; Tassigy, M. M. (2008). Uma leitura de Vygotsky sobre o brincar na aprendizagem e no desenvolvimento infantil. Revista Humanidades, 23(2), 176-180. https://brincarbrincando.pbworks.com/f/brincar%20_vygotsky.pdf
Sá, N. M. C. (2004). O lúdico na ciranda da vida adulta [Master’s Thesis, Universidade do Vale do Rio dos Sinos]. Repositório Digital da Biblioteca da Unisinos. http://www.repositorio.jesuita.org.br/bitstream/handle/UNISINOS/4023/Neusa%20Maria%20Carlan%20S%C3%A1.pdf?sequence=1&isAllowed=y
Vieira, C. A.& Braga, A. A. N. M. (2015). A importância do brinquedista na sala de espera do CEDIMI [Undergraduate Thesis, Escola Bahiana de Medicina e Saúde]. Repositório Digital da Escola Bahiana de Medicina e Saúde Pública https://cms.bahiana.cworks.cloud/uploads/bahiana/originals/5ca66bcd-c261-43f5-aecd-41b4425f44c2.pdf
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
openAccess