As práticas lúdicas e a construção de culturas lúdicas entre adolescentes vinculados a uma instituição de apoio ao paciente oncológico: uma leitura apoiada na teoria bioecológica do desenvolvimento humano

Abstract

This research explored the Ludic Practices of a group of teenagers in an oncology patient support institution, with the purpose of understanding their role in development. Grounded in the Bioecological Theory of Human Development (BTHD), the research defined Ludic Practices as proximal processes, highlighting them as specific interactions in the person-context relationship. By considering teenagers as developing subjects who act playfully, the thesis sought to analyze their Ludic Practices, positioning playfulness as a component of development in the construction of playful cultures. It was a qualitative research, with an exploratory approach, in a discovery mode, presenting, throughout three interconnected studies, the synergistic relationship of the Process-Person-Context-Time (PPCT) components to understand how Ludic Practices play an important role in adolescent development, in terms of skills and playful cultures. The research had to adapt to the challenges imposed by the COVID-19 pandemic in which it was conditioned. Study I involved 20 adolescents affiliated with the Grupo de Apoio à Criança com Câncer (GACC/BA) who responded to an online questionnaire about their playful actions. Gender and age factors (Person) were analyzed, and there was variability by chosen Ludic Practices (Process), with no significant differences between younger and older boys and girls groups. Therefore, preferences for Playful Practices in the ecological environments of the Support House and other microsystems (Context) were considered. The results demonstrated the participation of adolescents in more collective Playful Practices, either in dyads or extensive groups. The data also pointed to Practices frequently encouraged in the institutional microsystem, by peers, volunteers, and workers at the Support House, and the routine use of digital environments. As a result, the theoretical argument of Ludic Practices Promoting Development (LPPD) was established. Study II involved seven adolescents representing the groups from the previous study who participated in virtual conversation circles, still experiencing the COVID-19 pandemic, and were therefore invited to express their routines and playful strategies (Time), indicating which ecological systems maintained closer proximity and which were more distant from their daily lives in engaging in Ludic Practices. The results pointed to Practices at the Support House and to mediated Practices (recreated) in digital environments, especially with friends. In Study III, in co-participation with the adolescents, a guidance booklet was developed on the functions of ecological contexts in the relationship with adolescents undergoing oncological treatment. The thesis highlighted that the role of playfulness in the person-context relationship and in the construction of playful culture was presented by adolescents through the active and creative ways they developed to demonstrate their abilities to act playfully even in adverse conditions. Thus, it proposes Ludic Practices as the driving force of development in bioecological-based studies involving analyses of the dimensions of playfulness and adolescent development.