Educação para o encontro: a experiência do outro e a experiência do fantástico entre crianças e professores
Carregando...
Arquivos
Data
2019-03-26
Autores
Moreira, Tony Aparecido [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta investigação foi desenvolvida junto ao Programa de Pós Graduação em Educação da Faculdade de Ciências e Tecnologia – UNESP – Campus de Presidente Prudente, vinculada à Linha de Pesquisa denominada “Processos Formativos, Infância e Juventude”. O estudo foi realizado em uma instituição de Educação Infantil e Ensino Fundamental do município paulista de Alvares Machado e surgiu a partir de um estudo investigativo-ativo realizado na mesma instituição com turmas de crianças matriculadas na Educação Infantil pautado no protagonismo e no imaginário infantil. Foram co-participantes da pesquisa: crianças, professoras, pais e responsáveis, junto aos quais se constatou a pertinência da construção de vínculos de confiança entre adultos e crianças para qualificar as práticas pedagógicas e, também, a necessidade de aprofundamento da experiência da fantasia e da ludicidade. Sobretudo, os participantes da pesquisa perceberam que era necessário conhecer com profundidade o fenômeno do encontro na relação entre crianças e professores, pois essa realidade parece cada dia mais complexa. As professoras reivindicaram a continuação da pesquisa ainda na perspectiva da ludicidade com uma ênfase nos vínculos que foram estabelecidos com as crianças. As crianças aspiravam a continuação das atividades e a expansão do estudo às turmas de Ensino Fundamental. Desse modo, esta investigação-ação teve como objetivos: 1- fomentar e compreender a experiência do encontro entre professores e crianças; 2- ampliar a experiência da ludicidade e da fantasia entre as professoras e as crianças participantes; 3- identificar as disposições humanas necessárias para o desenvolvimento de uma “educação para o encontro”. O referencial teórico foi composto por estudiosos da educação para a infância, Filosofia, Fenomenologia, Fenomenologia do Encontro, Pedagogia do Encontro, Literatura Infantil, Sociologia da Infância e outras bases, além das obras de Paul L. Harris e Marjorie Taylor na perspectiva do imaginário infantil. A metodologia utilizada foi a Investigação-ação, abordagem de natureza empírica e qualitativa voltada para a qualificação da abordagem pedagógica, por meio da pesquisa da própria prática pelos professores. Foram desenvolvidos encontros semanais com a duração de uma hora com as crianças em suas diferentes turmas junto às suas professoras. O encontros foram realizados a partir da escuta das crianças, do contar de histórias abertas às propostas de roteiro das crianças, da vivência de brincadeiras, jogos e atividades lúdicas, sobretudo, brincadeiras de cunho fantasioso e criativo. As experiências foram realizadas dentro do ciclo indicado pela metodologia: ação-observação-reflexão-nova ação. Os dados foram obtidos a partir de diários de campo, gravações em vídeo e áudio, relatos de experiência, entrevistas semiestruturadas, conversas informais, cartas e desenhos. Identificou-se a ampliação da experiência da ludicidade e da fantasia entre os sujeitos, o levantamento de caminhos para uma educação pautada no encontro, a conscientização dos sujeitos acerca da primordialidade do outro e qualificação das práticas pedagógicas, tempos e espaços dentro da instituição investigada. Espera-se com esta investigação-ação contribuir com outros estudos acerca dessas temáticas e inspirar professores a educar para o encontro como forma de construir uma educação significativa, que considere a criança e a infância nas suas especificidades e, também, supere a lógica da superficialidade nas relações humanas.
This research was developed together with the Graduate Program in Education of the Faculty of Science and Technology - UNESP - Campus of Presidente Prudente, linked to the Research Line called "Educational Processes, Childhood and Youth". The study was carried out in an institution of Early Childhood Education and Elementary School of the municipality of Alvares Machado and emerged from an investigative-active study conducted at the same institution with classes of children enrolled in Early Childhood education based on the protagonism and the children's imagination. The research participants were: children, teachers, parents and guardians, with whom it was verified the pertinence of building trust bonds between adults and children to qualify pedagogical practices and also the need to deepen the experience of fantasy and of playfulness. Above all, the research participants realized that it was necessary to know in depth the phenomenon of the encounter in the relationship between children and teachers, because this reality seems increasingly complex.The teachers claimed the continuation of the research still from the perspective of playfulness with an emphasis on the bonds that were established with the children. The children aspired to continue the activities and the expansion of the study to the classes of Elementary School. Thus, this action research had as objectives: 1- to foster and understand the experience of the encounter between teachers and children; 2 - to increase the experience of playfulness and fantasy among the participating teachers and children; 3 - identify the human dispositions necessary for the development of an "education for the encounter". The theoretical reference was made up of scholars of childhood education, Philosophy, Phenomenology, Phenomenology of the Meeting, Pedagogy of the Meeting, Children's Literature, Sociology of Childhood and other bases, besides the works of Paul L. Harris and Marjorie Taylor in the perspective of the imaginary child. The methodology used was Action research, an empirical and qualitative approach aimed at the qualification of the pedagogical approach, through the research of the practice itself by the teachers. Weekly meetings were held for one hour with the children in their different classes with their teachers.The meetings were made through listening to children, telling open stories to the children's itinerary proposals, playing games, games and play activities, above all, fantasy and creative games. The experiments were carried out within the cycle indicated by the methodology: action-observation-reflection-new action. Data were obtained from field journals, video and audio recordings, experience reports, semi-structured interviews, informal conversations, letters and drawings. It was identified the extension of the experience of playfulness and fantasy among the subjects, the discovery of ways for an education based on the encounter, the awareness of the subjects about the primordiality of the other and qualification of pedagogical practices, times and spaces within the investigated institution. It is hoped that this action research will contribute to other studies on these themes and inspire teachers to educate the meeting as a way to build a meaningful education, to consider children and childhood in their specificities and also to overcome the logic of superficiality in human relations.
This research was developed together with the Graduate Program in Education of the Faculty of Science and Technology - UNESP - Campus of Presidente Prudente, linked to the Research Line called "Educational Processes, Childhood and Youth". The study was carried out in an institution of Early Childhood Education and Elementary School of the municipality of Alvares Machado and emerged from an investigative-active study conducted at the same institution with classes of children enrolled in Early Childhood education based on the protagonism and the children's imagination. The research participants were: children, teachers, parents and guardians, with whom it was verified the pertinence of building trust bonds between adults and children to qualify pedagogical practices and also the need to deepen the experience of fantasy and of playfulness. Above all, the research participants realized that it was necessary to know in depth the phenomenon of the encounter in the relationship between children and teachers, because this reality seems increasingly complex.The teachers claimed the continuation of the research still from the perspective of playfulness with an emphasis on the bonds that were established with the children. The children aspired to continue the activities and the expansion of the study to the classes of Elementary School. Thus, this action research had as objectives: 1- to foster and understand the experience of the encounter between teachers and children; 2 - to increase the experience of playfulness and fantasy among the participating teachers and children; 3 - identify the human dispositions necessary for the development of an "education for the encounter". The theoretical reference was made up of scholars of childhood education, Philosophy, Phenomenology, Phenomenology of the Meeting, Pedagogy of the Meeting, Children's Literature, Sociology of Childhood and other bases, besides the works of Paul L. Harris and Marjorie Taylor in the perspective of the imaginary child. The methodology used was Action research, an empirical and qualitative approach aimed at the qualification of the pedagogical approach, through the research of the practice itself by the teachers. Weekly meetings were held for one hour with the children in their different classes with their teachers.The meetings were made through listening to children, telling open stories to the children's itinerary proposals, playing games, games and play activities, above all, fantasy and creative games. The experiments were carried out within the cycle indicated by the methodology: action-observation-reflection-new action. Data were obtained from field journals, video and audio recordings, experience reports, semi-structured interviews, informal conversations, letters and drawings. It was identified the extension of the experience of playfulness and fantasy among the subjects, the discovery of ways for an education based on the encounter, the awareness of the subjects about the primordiality of the other and qualification of pedagogical practices, times and spaces within the investigated institution. It is hoped that this action research will contribute to other studies on these themes and inspire teachers to educate the meeting as a way to build a meaningful education, to consider children and childhood in their specificities and also to overcome the logic of superficiality in human relations.
Descrição
Palavras-chave
Educação infantil, Sociologia da infância, Fantasia do real, Ludicidade, Imaginação, Early childhood education, Sociology of childhood, Fantasy of the real, Imagination