Playful culture: the influence of playing through riverside objects on learning of child

Abstract

Rivers and forests are scenarios that invite the imagination of riverside children to play fishing, climb trees, and create their playful experiences. In this context, this article results from a study on the categories of analysis in recreational culture, riverside objects and learning, based on the theoretical foundations of Kishimoto (2007), Brougère (1998), Vygotsky (1998) and others. The investigation discusses learning in riverside children's recreational culture as a research object, thus, the following question was formulated: how does playing through riverside objects influence children's learning? The research was based on a qualitative approach in case study methodology. The collected data were interpreted in content analysis. The results show that the riverside object present in the child's reality and playful memory contributes to learning, in the sense of being involved in the culture that they build and share in the context of the community.