A constituição de uma marinheira-professora-pesquisadora navegando com as crianças pequenininhas da educação infantil: investigações a partir da pesquisa narrativa
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2021-10-07
Autores
Bonotto, Sandra
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Universidade Estadual Paulista (Unesp)
Resumo
Neste trabalho mergulho no mar de sentidos que se sobressaem em minhas salas de crianças pequenininhas de Maternal I (de dois a três anos) na Prefeitura Municipal de Rio Claro - SP. Faço este mergulho buscando me aprofundar em minha experiência como professora iniciante com esta faixa etária ao longo dos anos de 2018 e 2019 vividas em uma escola pública de Educação Infantil. Durante este aprofundamento, reflito também sobre a experiência de ser professora de crianças pequenininhas no contexto da Pandemia do COVID-19 que atravessou o desenvolvimento desta pesquisa durante os anos de 2020 e 2021 e que também passou a constituir minha docência. Na viagem apresentada pela presente pesquisa fui pescando, observando e refletindo as relações que se deram nos diferentes espaços constitutivos de minha docência, sejam eles presenciais ou virtuais. Desta forma, o objetivo da pesquisa é o de compreender a minha constituição docente a partir das relações dialógicas instituídas no contexto da Educação Infantil na relação com crianças e com os demais sujeitos que compartilham comigo destes espaços, tendo como base um conjunto de narrativas produzidas e compartilhadas na rede social facebook, os registros feitos em meu caderno de planejamento, o Portfólio dos estágios supervisionados em Ensino Fundamental e os Cadernos de Campo dos estágios supervisionados em Educação Infantil, cursados por mim durante a graduação em Pedagogia. Também me utilizei dos documentos oficiais produzidos no contexto da Pandemia do COVID-19, no sentido de amparar minhas memórias deste período. Paralelamente ao mergulho nestes materiais, foi realizada uma busca no Catálogo de Teses & Dissertações da CAPES, procurando as pesquisas de Mestrado ou Doutorado em Educação dos anos de 2015 a 2019 que continham os descritores “Crianças pequenas” e “Crianças pequenininhas”, com o intuito de compreender quais os saberes produzidos entre/por outras professoras que atuaram ou que pesquisaram na Educação Infantil a partir de práticas semelhantes às minhas, inspiradas pelas Pedagogias das Infâncias. Para tanto, adoto o referencial da pesquisa narrativa, embasado em Lima, Geraldi e Geraldi (2015), ao pensar sobre minhas experiências significativas que serão tomadas como objeto de estudo a partir do cotejamento de textos, sob uma perspectiva bakhtiniana e do paradigma indiciário de Ginzburg (1989), pescando indícios que me amparem na construção de sentidos que se dará durante o processo de reflexão crítica sobre minha própria prática educativa e consolidação de meus saberes experienciais. A partir destes materiais, sistematizo e recolho as pérolas-lições que carrego em minha docência, passando a considerar que a constituição da minha docência se dá, principalmente, a partir da alteridade e de relações dialógicas que se processam a partir dos diferentes encontros proporcionados pela escola: sejam com as crianças, com os demais sujeitos que compartilham comigo destes espaços, seja com pesquisadoras que vivenciaram realidades semelhantes e também com os teóricos nos quais busco respaldo. Assumo também neste trabalho o quanto a vivência de minha Religiosidade também me constitui enquanto sujeito e, portanto, reflete na constituição de minha docência, de forma que ela também irá permear as narrativas que compõem esta obra.
In this work, I immerse myself in the sea of meanings that stand out in my little children's classrooms in Maternal I (from two to three years old) at the city of Rio Claro - SP. I do this dive seeking to deepen my experience as a beginning teacher with this age group over the years 2018 and 2019 lived in a public school of Early Childhood Education. During this deepening, I also reflect about the experience of being a teacher of little children in the context of the COVID-19 Pandemic that crossed the development of this research during the years 2020 and 2021 and which also was part of the composition of my teaching. In the trip presented by the present research, I went fishing, observing and reflecting on the relationships that took place in the different constitutive spaces of my teaching, whether face-to-face or virtual. Thus, the objective of the research is to understand my teaching constitution from the dialogic relationships established in the context of Early Childhood Education in the relationship with children and with other subjects who share these spaces with me, based on a set of narratives produced and shared on the facebook social network, the records made in my planning notebook, the Portfolio of supervised internships in Elementary School and the Field Books of supervised internships in Early Childhood Education, which I attended during my graduation in Pedagogy. I also used official documents produced in the context of the COVID-19 Pandemic, in order to support my memories of this period. Parallel to the dive into these materials, a survey was done in the CAPES Theses & Dissertations Catalog, looking for Master's or Doctorate studies in Education from 2015 to 2019 that contained the descriptors "Small children" and "Very little children", in order to understand what knowledge is produced between/by other teachers who have worked or who have researched in Early Childhood Education from teaching practices similar to mine, inspired by Childhood Pedagogies. Therefore, I adopt the framework of narrative research, based on Lima, Geraldi and Geraldi (2015), when thinking about my significant experiences that will be taken as an object of study from the comparison of texts, under a Bakhtinian perspective and the evidential paradigm of Ginzburg (1989), looking for clues that support me in the construction of meanings that will take place during the process of critical reflection on my own educational practice and consolidation of my experiential knowledge. From these materials, I systematize and collect the pearls-lessons that I carry in my teaching, starting to consider that the constitution of my teaching takes place mainly from the alterity and the dialogical relationships that are processed from the different encounters provided by the school: either with the children, with the other subjects who share these spaces with me, or with researchers who have experienced similar realities and also with the theorists in whom I seek support. I also assume in this work how much the experience of my Religiosity also constitutes me as a subject and, therefore, reflects on the constitution of my teaching, so that it will also permeate the narratives that make up this work
In this work, I immerse myself in the sea of meanings that stand out in my little children's classrooms in Maternal I (from two to three years old) at the city of Rio Claro - SP. I do this dive seeking to deepen my experience as a beginning teacher with this age group over the years 2018 and 2019 lived in a public school of Early Childhood Education. During this deepening, I also reflect about the experience of being a teacher of little children in the context of the COVID-19 Pandemic that crossed the development of this research during the years 2020 and 2021 and which also was part of the composition of my teaching. In the trip presented by the present research, I went fishing, observing and reflecting on the relationships that took place in the different constitutive spaces of my teaching, whether face-to-face or virtual. Thus, the objective of the research is to understand my teaching constitution from the dialogic relationships established in the context of Early Childhood Education in the relationship with children and with other subjects who share these spaces with me, based on a set of narratives produced and shared on the facebook social network, the records made in my planning notebook, the Portfolio of supervised internships in Elementary School and the Field Books of supervised internships in Early Childhood Education, which I attended during my graduation in Pedagogy. I also used official documents produced in the context of the COVID-19 Pandemic, in order to support my memories of this period. Parallel to the dive into these materials, a survey was done in the CAPES Theses & Dissertations Catalog, looking for Master's or Doctorate studies in Education from 2015 to 2019 that contained the descriptors "Small children" and "Very little children", in order to understand what knowledge is produced between/by other teachers who have worked or who have researched in Early Childhood Education from teaching practices similar to mine, inspired by Childhood Pedagogies. Therefore, I adopt the framework of narrative research, based on Lima, Geraldi and Geraldi (2015), when thinking about my significant experiences that will be taken as an object of study from the comparison of texts, under a Bakhtinian perspective and the evidential paradigm of Ginzburg (1989), looking for clues that support me in the construction of meanings that will take place during the process of critical reflection on my own educational practice and consolidation of my experiential knowledge. From these materials, I systematize and collect the pearls-lessons that I carry in my teaching, starting to consider that the constitution of my teaching takes place mainly from the alterity and the dialogical relationships that are processed from the different encounters provided by the school: either with the children, with the other subjects who share these spaces with me, or with researchers who have experienced similar realities and also with the theorists in whom I seek support. I also assume in this work how much the experience of my Religiosity also constitutes me as a subject and, therefore, reflects on the constitution of my teaching, so that it will also permeate the narratives that make up this work
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Palavras-chave
Educação infantil, Crianças de dois a três anos, Docência de crianças pequenas, Registro pedagógico, Pesquisa narrativa, Early childhood education, Children from two to three years old, Teaching small children, Pedagogical written record, Narrative research