Achadouros de infância: processos cartográficos entre docências e Educação Infantil
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Data
2024-12
Autores
Orientador
Horn, Cláudia Inês
Banca
Olegário, Fabiane
Schwertner, Suzana
Machado, Niqueli Streck
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Resumo
Este estudo apresenta uma pesquisa de mestrado desenvolvida no Programa de Pós- graduação em Ensino da Universidade do Vale do Taquari - Univates, na linha de pesquisa Ciência, Sociedade e Ensino. O objetivo foi investigar como a infância, compreendida como potência de pensamento, força política e tempo sensível, interroga as práticas pedagógicas da Educação Infantil. Pensar a infância contemporânea diz respeito a compreender uma construção social e histórica que foi caracterizando e rotulando essa infância em seus modos de ser e agir (Bujes, 2002). Além disso, é pesquisar e vasculhar quais outras possibilidades essa infância é capaz de construir, isto é, realizar um processo de desconhecer a infância. A escola, como instituição habitada pela infância da Educação Infantil, torna-se um território possível para entender as interrogações que a infância transmite em relação às práticas pedagógicas, ao que ela vivencia nesse espaço. Nessa perspectiva, o estudo concretizou-se a partir do método cartográfico embasada nos autores Passos, Kastrup e Escóssia (2009) e Rolnik (2006). Os participantes envolvidos nos ensaios cartográficos foram uma professora de uma escola municipal de Educação Infantil do município de Encantado-RS e as crianças de sua turma de Maternal A (2 a 3 anos de idade). As ferramentas para desenvolver o trabalho cartográfico foram o diário de bordo (Mella, 2016), utilizado pela pesquisadora cartógrafa, o diário acompanhante, utilizado para os registros da professora da turma, e a câmera fotográfica. Para potencializar os encontros, outra ferramenta foi criada pela pesquisadora, um Achadouro de Inventos, inspirado na poesia Achadouros - memórias inventadas, de Manoel de Barros (2015). Esse Achadouro de Inventos foi o nome dado para as três caixas entregues para a professora titular durante o processo. Dentro de cada Achadouro de Inventos havia também disparadores do pensamento, composições inspiradas em artistas brasileiros (Mariana Guimarães1 e Augusto Bueno2 ) e no próprio ato de criar da pesquisadora. A construção dos disparadores contaram com fios, elementos da natureza e linhas da infância, a partir do desenho. Através da escrita no diário de bordo da pesquisadora, dos diálogos, das fotografias e das observações realizadas, constatou-se que a infância da Educação Infantil não só interroga, mas sugere movimentos e ações para as práticas docentes. A infância interroga ao descobrir, ao desvendar e ao criar através das suas múltiplas linguagens. Entre as infâncias que habitam um espaço escolar, existe lugar para o devir-criança (Kohan, 2007), detectável nas sutilezas das crianças durante as práticas pedagógicas. Por fim, conclui-se que uma docência que pesquisa, planeja e convida as infâncias a experimentarem vivências lúdicas e de experimentação contribui para um espaço escolar que provoca a interrogação, a sugestão e a participação dessa infância.
This study presents a master's research developed in the Postgraduate Program in Teaching at the University of Vale do Taquari - Univates, in the research line Science, Society, and Teaching. The goal was to investigate how childhood, understood as a power of thought, political force, and sensitive time, questions the pedagogical practices of Early Childhood Education. Thinking about contemporary childhood is related to understanding a social and historical construction that has been characterizing and labeling this childhood in its ways of being and acting (Bujes, 2002). Furthermore, it is to explore and delve into what other possibilities this childhood is capable of constructing, that is, to undergo a process of an unknowing childhood. The school, as an institution inhabited by childhood in Early Childhood Education, becomes a possible territory to understand the questions that childhood conveys regarding pedagogical practices, what it experiences in that space. In this perspective, the study was concretized based on the cartographic method grounded in the authors Passos, Kastrup, and Escóssia (2009) and Rolnik (2006). The participants involved in the cartographic essays were a teacher from a municipal Early Childhood Education school in the municipality of Encantado-RS and the children in her Maternal A class (2 to 3 years old). The tools used to develop the cartographic work were the logbook (Mella, 2016), used by the cartographer researcher, the accompanying logbook used for the teacher's class records, and the camera. To enhance the encounters, another tool was created by the researcher, an "Invention Finder", inspired by the poetry Achadouros - memórias inventadas, by Manoel de Barros (2015). This Invention Finder was the name given to the three boxes delivered to the head teacher during the process. Inside each Invention Finder were also thought triggers, compositions inspired by Brazilian artists (Mariana Guimarães and Augusto Bueno) and by the researcher's own act of creation. The construction of the triggers involved threads, elements of nature, and childhood lines, based on drawing. Through the writing in the researcher's logbook, dialogues, photographs, and observations made, it was found that the childhood of Early Childhood Education not only questions but also suggests movements and actions for teaching practices. Childhood questions by discovering, unveiling, and creating through its multiple languages. Among the childhoods that inhabit a school space, there is room for becoming-child (Kohan, 2007), detectable in the subtleties of children during pedagogical practices. Finally, it is concluded that a lectureship that researches, plans, and invites childhood to experience playful and experimental experiences contributes to a school environment that provokes the questioning, suggestion, and participation of this childhood.
This study presents a master's research developed in the Postgraduate Program in Teaching at the University of Vale do Taquari - Univates, in the research line Science, Society, and Teaching. The goal was to investigate how childhood, understood as a power of thought, political force, and sensitive time, questions the pedagogical practices of Early Childhood Education. Thinking about contemporary childhood is related to understanding a social and historical construction that has been characterizing and labeling this childhood in its ways of being and acting (Bujes, 2002). Furthermore, it is to explore and delve into what other possibilities this childhood is capable of constructing, that is, to undergo a process of an unknowing childhood. The school, as an institution inhabited by childhood in Early Childhood Education, becomes a possible territory to understand the questions that childhood conveys regarding pedagogical practices, what it experiences in that space. In this perspective, the study was concretized based on the cartographic method grounded in the authors Passos, Kastrup, and Escóssia (2009) and Rolnik (2006). The participants involved in the cartographic essays were a teacher from a municipal Early Childhood Education school in the municipality of Encantado-RS and the children in her Maternal A class (2 to 3 years old). The tools used to develop the cartographic work were the logbook (Mella, 2016), used by the cartographer researcher, the accompanying logbook used for the teacher's class records, and the camera. To enhance the encounters, another tool was created by the researcher, an "Invention Finder", inspired by the poetry Achadouros - memórias inventadas, by Manoel de Barros (2015). This Invention Finder was the name given to the three boxes delivered to the head teacher during the process. Inside each Invention Finder were also thought triggers, compositions inspired by Brazilian artists (Mariana Guimarães and Augusto Bueno) and by the researcher's own act of creation. The construction of the triggers involved threads, elements of nature, and childhood lines, based on drawing. Through the writing in the researcher's logbook, dialogues, photographs, and observations made, it was found that the childhood of Early Childhood Education not only questions but also suggests movements and actions for teaching practices. Childhood questions by discovering, unveiling, and creating through its multiple languages. Among the childhoods that inhabit a school space, there is room for becoming-child (Kohan, 2007), detectable in the subtleties of children during pedagogical practices. Finally, it is concluded that a lectureship that researches, plans, and invites childhood to experience playful and experimental experiences contributes to a school environment that provokes the questioning, suggestion, and participation of this childhood.
Descrição
Palavras-chave
Cartografia; Infância; Educação Infantil; Docência; Cartography; Childhood; Early Childhood Education; Teaching
Citação
COSTA, Raquel Thaís Arcari da. Achadouros de infância: processos cartográficos entre docências e Educação Infantil. 2024. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 13 dez. 2024. Disponível em: http://hdl.handle.net/10737/4776.