Pressupostos teóricos e pedagógicos para a mediação da Educação Física com crianças em tratamento oncológico

Abstract

In the academic-scientific field, there are few works that discuss Physical Education`s pedagogical mediation with children undergoing oncologic treatment. In the seek to bridge this gap, this paper has as study object the pedagogical practices of a university extension project named Playing is the Best Remedy Project (Projeto Brincar é o Melhor Remédio (PBMR)), which, through games and playful activities, reaches this target audience. The research aims at: 1) analyzing the particularities of the Social Pedagogy field for the pedagogical mediation with children undergoing cancer treatment; 2) understanding the challenges regarding the interdisciplinary work with games and playful activities in an institution having different professional and areas of knowledge; 3) discussing the organization of the pedagogical work related to the Physical Education mediation with children undergoing oncologic treatment, taking into consideration the agencies, the protagonism and those subjects` cultural productions. It is about a Collaborative Research-Action, which reconciles in an inseparable way, the production of knowledge and Teachers training. The research lasted for ten months (presential), from March to December in 2019, totalizing 68 pedagogical mediations and fifteen months (remote/presential) from April in 2020 to June in 2021, totalizing 54 productions. The research subjects were 61 children undergoing oncologic treatment, between 4 and 16 years old, assisted by the Espirito Santo Association Against Children's Cancer (Associação Capixaba Contra o Câncer Infantil (ACACCI)), 26 relatives and 18 professionals belonging to the multidisciplinary institution team (seven from Physical Education, six from Social Service, one from Physiotherapy, one from Nutrition and three from Pedagogy). Data were produced through different instruments: participant observation, iconographic images, enunciations and pedagogical material productions made by children. The records were attached in a field diary and inserted in the project`s portfolio. The analysis process and interpretation of data was developed in a dialogue with the assumptions that guide the research and with the daily practices developed by PBMR. Data indicate the need of a conception of childhood and games and playful activities that acknowledge and value the children and their inalienable right to play. The Social Pedagogy field confirms the need of intentional pedagogical practices, with purposes and methodologies, in which there are interdisciplinary actions and in construction with the children, highlighting the childhood time through their wishes and necessities.