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The thesis presents the results of a study whose theme: "Children and territorialities: the games on the streets of the Union neighborhood in Parintins / Am". It aims to reflect on the games on the streets of the Union neighborhood with the perspective of understanding the processes of territoriality construction experienced in the freedom of street games. The street is generally regarded as dangerous and "evil factory", the thesis argues that it can also add a symbolic universe, built from the children who play, articulating the place with the cultural, subjective dimensions of the context. Seen as an invitation to idleness and delinquency, I am asserting that the street has particular forms of living the cultures of childhood, these experiences extend the social relations of children with their peers and strengthen the link between children and the city. During the course I tried to dialogue with different areas of knowledge, from an ethnographic point of view to perceive childhood from the children themselves, this put them in the condition of protagonists of their own history. To give visibility to their actions, which are almost always subjugated, as an unimportant thing, is at the same time to understand the ways in which they relate to space and how they construct their geo-graphies, as they face the challenge of geo-graphying their lives through the games, conforming new territories, new territorialities. (PORTO-GON??ALVES, 2001). In this come-and-go they fight with vehicles, compete with pedestrians and other groups of children to create a sense of belonging. The insertion of the researcher into the groups of students was what led me to undertake an approach based on the presuppositions of ethnography as a methodological condition that allow "look closely" and the phenomenological paradigm assumed as a way of interpreting the experiences lived by children. To that end, the interdisciplinary approach was necessary as a movement that allowed dialogue with Geography, Sociology, Philosophy and Anthropology through Corsaro (2011), Sarmento (2009), Benjamin (2009), Tuan ), Raffestin (1993) and Vygotsky (1991), seeking to "walk" around the edges to intercept with different ways of conceiving the same question. The results show that one should not banish the cultures built by the children on the streets, particularly the games, because they are mobilizing identitary constructions that strengthen the bonds between children and the place of belonging, among children and other children, with the adults and between them and society. In the streets you can learn! One learns to be and act in society, to cope with the unpredictable, with adversities that a fatally protected life within the institutions (school and family) theoretically would steal them from living, from venturing and from taking risks. In the streets they recognize their identities and create links between their home and the world.

A tese apresenta os resultados de um estudo, cujo tema: ???Crian??as e territorialidades: as brincadeiras nas ruas do Bairro da Uni??o em Parintins/AM??? visa refletir sobre as brincadeiras nas ruas do bairro da Uni??o na perspectiva de compreender os processos de constru????o de territorialidades vivenciados na liberdade das brincadeiras nas ruas. A rua geralmente ?? tida como perigosa e ???f??brica do mal???, entretanto, neste contexto argumenta-se que esse espa??o tamb??m pode agregar um universo simb??lico, constru??do a partir das crian??as que brincam, articulando o lugar com as dimens??es culturais, subjetivas do contexto. Vista como um convite ?? ociosidade e ?? delinqu??ncia, estou a afian??ar que a rua possui formas particulares de se viver as culturas da inf??ncia, essas viv??ncias que ampliam as rela????es sociais das crian??as com seus pares e fortalecem o elo entre as crian??as e a cidade. No percurso dialoguei com diferentes ??reas do conhecimento, a partir de um ponto de vista etnogr??fico para perceber a inf??ncia a partir das pr??prias crian??as, o que as colocou na condi????o de protagonistas de sua pr??pria hist??ria. Tudo isso para dar visibilidade aos seus fazeres, quase sempre subjugados como algo pouco importante e, ao mesmo tempo, compreender as formas como elas se relacionam com o espa??o e como constroem suas geo-grafias e se colocam frente ao desafio de geo-grafar suas vidas por meio das brincadeiras, conformando novos territ??rios, novas territorialidades. (PORTO-GON??ALVES, 2001). Nesse ir-e-vir as crian??as travam embates com ve??culos, disputam o espa??o com pedestres e com outros grupos de crian??as para se fazerem pertencer. A inser????o do pesquisador nos grupos de brincantes foi o que me levou a empreender uma abordagem baseada nos pressupostos da etnografia como condi????o metodol??gica que permitem ???olhar de perto??? e no paradigma fenomenol??gico assumido como forma de interpretar as experi??ncias vividas pelas crian??as. Para isso a abordagem interdisciplinar foi necess??ria como movimento que permitiu dialogar com a Geografia, a Sociologia, a Filosofia e a Antropologia por meio de Corsaro (2011), Sarmento (2009), Benjamin (2009), Tuan (1983), Sack (2013), Raffestin (1993) e Vygotsky (1991) procurando ???transitar??? pelas bordas, para se interceptar com modos diferentes de conceber uma mesma quest??o. Os resultados apontam que n??o se deve banalizar as culturas constru??das pelas crian??as nas ruas, particularmente as brincadeiras, pois elas s??o mobilizadoras de constru????es identit??ria que fortalecem os v??nculos entre as crian??as e o lugar de pertencimento, entre as crian??as e outras crian??as, delas com os adultos e entre elas e a sociedade. Nas ruas tamb??m se aprende! Aprende-se a ser e agir em sociedade, a lidar com o imprevis??vel, com intemp??ries que uma vida fatalmente protegida no interior das institui????es (escola e fam??lia) teoricamente as furtaria de viver, de se aventurar e de correr riscos. Nas ruas elas reconhecem suas identidades e criam elos entre a sua casa e mundo.