Formação ecosófica de educadores das infâncias: cartografias de reencontros com sementes criança
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Data
2024
Autores
Orientador
Mazzarino, Jane Márcia
Banca
Tiriba, Léa
Proença, Maria Alice
Marques, Rodrigo Müller
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A complexidade da formação dos educadores das infâncias é um aspecto fundamental para impulsionar - ou aprisionar - a vida nas escolas. Educadores implicados com suas subjetividades, com tempo e espaço para construir uma relação de afeto consigo mesmos, podem ter melhores condições de alcançar todas as linguagens das crianças. Contudo, em contextos de aceleração e homogeneização coletivos, que desconsideram as potencialidades das infâncias, os profissionais seguem sem a oportunidade de se conectar com sua natureza sensível para acolher as infâncias nas escolas e em si. Essa ruptura com a dimensão subjetiva do ser humano, de acordo com a perspectiva guattariana, está associada à fragmentação das três ecologias - subjetiva, social e ambiental, o que impulsiona a crise das relações e, no âmbito planetário, contribui para o colapso climático. Como possibilidade para favorecer a construção de relações mais sensíveis e respeitosas na escola, para que reverbere no plano macropolítico, investigamos um processo formativo que se dedica à integração das dimensões física, emocional, intelectual, cultural, natural e social. Destacamos dentre os objetivos de Desenvolvimento Sustentável (ODS), da Organização das Nações Unidas (ONU), a meta de assegurar a todas as meninas e meninos o desenvolvimento integral na primeira infância, acesso a cuidados e à educação infantil de qualidade, que está em destaque no Objetivo 4 do documento. O objetivo desta pesquisa é investigar, por meio da cartografia, a integração entre a formação de educadoras das infâncias, a perspectiva ecosófica e o reencontro com sua semente criança. A pesquisa é qualitativa, de cunho bibliográfico e de campo. Para tanto, iniciamos com a Jornada Ecoar, processo de formação de educadores, seguimos com a observação no chão de uma escola pública de educação infantil e colhemos alguns dados relevantes sobre como estão distantes as práticas das educadoras com as crianças em relação aos seus desejos e intenções subjetivas. Na continuidade da pesquisa, aprofundamos os estudos bibliográficos, ao mesmo tempo que convidamos as educadoras para a escrita de suas histórias de vida e, na sequência, para uma entrevista individual acerca de sua narrativa. O método cartográfico inspira os registros e elaborações reflexivas ao longo do texto. Quanto à repercussão da formação da Jornada Ecoar no espaço de encontro entre educadoras e crianças, considerando-se as três dimensões da ecosofia, evidenciamos que mesmo que linda e sensível como está desenhada, pode ser instrumento para mais autoria de cada grupo de educadores, a partir das histórias de vida de cada um e pode abrir espaço e tempo para fazer emergir linhas de fuga, formas de resistir à pressão. Sobre ser educadora a partir das conexões com a sua semente criança, compreendemos que nem sempre esse encontro é prazeroso, e como é importante reconhecer as tantas emoções que compõem cada educadora, incluindo essa diversidade nos processos formativos. A busca pelo aprofundamento das relações entre a educadora- criança e a criança-estudante demonstrou que sem sentir sua voz de educadora ouvida, fica mais difícil o exercício da escuta sensível e empática para com sua semente criança e, consequentemente, para com os estudantes na escola. Enquanto não encontram no âmbito profissional espaço para pensar e refletir sobre sua prática, as educadoras seguem na missão quase mecânica de “controlar as crianças”. Enfim, neste estudo, compreendemos que a ecosofia contribui para a reinvenção da formação de educadores das infâncias por fazer emergir outras formas de interação dos sujeitos entre si e com o ambiente, apresentando outros caminhos para criação de novos territórios existenciais, integram multidimensionalidades, valorizando as relações consigo, com outros humanos e não humanos e contribuindo com um olhar mais cuidadoso e sensível para interação educador-aluno. Uma metodologia ecosófica amplia a compreensão do mundo como um lugar a ser protegido e pode, nesse sentido, conceber cada criança como um pequeno santuário.
The complexity of the training of early childhood educators is a fundamental aspect in boosting - or imprisoning - life in schools. Educators involved with their subjectivities, with time and space to build a loving relationship with themselves, may be better able to reach all children's languages. However, in contexts of collective acceleration and homogenization, which disregard the potential of childhood, professionals continue without the opportunity to connect with their sensitive nature to welcome childhood in schools and in themselves. This rupture with the subjective dimension of the human being, according to the Guattarian perspective, is associated with the fragmentation of the three ecologies - subjective, social and environmental, which drives the crisis of relationships and, at the planetary level, contributes to climate collapse. As a possibility to encourage the construction of more sensitive and respectful relationships at school, so that they reverberate on a macro political level, we investigated a training process that is dedicated to the integration of physical, emotional, intellectual, cultural, natural and social dimensions. We highlight among the Sustainable Development Goals (SDGs) of the United Nations (UN), the goal of ensuring that all girls and boys have integral development in early childhood, access to care and quality early childhood education, which is highlighted in objective 4 of the UN document. The objective of this research is to investigate, through cartography, the integration between the training of early childhood educators, the ecosophical perspective and the reunion with their child seed. The research is qualitative, of a bibliographic and field nature. To this end, we started with Jornada Ecoar, a process of training educators, continued with observation on the floor of a public early childhood education school and collected some relevant data on how distant the practices of educators with children are in relation to their desires and subjective intentions. To continue this research, we deepened the bibliographic studies, at the same time as we invited the educators to write their life stories and, subsequently, for an individual interview about their narrative. The cartographic method inspires records and reflective elaborations throughout the text. Regarding the repercussion of the formation of Jornada Ecoar in the meeting space between educators and children, considering the three dimensions of ecosophy, we show that even though it is beautiful and sensitive as it is designed, it can be an instrument for more authorship by each group of educators, the starting from each person's life stories and opening space and time to emerge lines of escape, ways of resisting pressure. About being an educator based on connections with your child seed, we understand that this encounter is not always positive, and how important it is to recognize the many emotions that make up each educator, including this diversity in the training processes. The search for deepening the relationships between the educator-child and the child-student demonstrated that without feeling her voice as an educator heard, it becomes more difficult to exercise sensitive and empathetic listening for her child seed and, consequently, for the students at school. While they do not find space in the professional sphere to think and reflect on their practice, educators continue with the almost mechanical mission of “controlling children”. Finally, in this study, we understand that ecosophy contributes to the reinvention of the training of early childhood educators by making other forms of interaction between subjects emerge among themselves and with the environment, presenting other paths for creating new existential territories, which integrate the multidimensional, valuing relationships with oneself, with other humans and non-humans and contributing with a more careful and sensitive look at educator-student interaction. An ecosophical methodology broadens the understanding of the world as a sanctuary to be protected and can, in this sense, conceive each child as a small sanctuary.
The complexity of the training of early childhood educators is a fundamental aspect in boosting - or imprisoning - life in schools. Educators involved with their subjectivities, with time and space to build a loving relationship with themselves, may be better able to reach all children's languages. However, in contexts of collective acceleration and homogenization, which disregard the potential of childhood, professionals continue without the opportunity to connect with their sensitive nature to welcome childhood in schools and in themselves. This rupture with the subjective dimension of the human being, according to the Guattarian perspective, is associated with the fragmentation of the three ecologies - subjective, social and environmental, which drives the crisis of relationships and, at the planetary level, contributes to climate collapse. As a possibility to encourage the construction of more sensitive and respectful relationships at school, so that they reverberate on a macro political level, we investigated a training process that is dedicated to the integration of physical, emotional, intellectual, cultural, natural and social dimensions. We highlight among the Sustainable Development Goals (SDGs) of the United Nations (UN), the goal of ensuring that all girls and boys have integral development in early childhood, access to care and quality early childhood education, which is highlighted in objective 4 of the UN document. The objective of this research is to investigate, through cartography, the integration between the training of early childhood educators, the ecosophical perspective and the reunion with their child seed. The research is qualitative, of a bibliographic and field nature. To this end, we started with Jornada Ecoar, a process of training educators, continued with observation on the floor of a public early childhood education school and collected some relevant data on how distant the practices of educators with children are in relation to their desires and subjective intentions. To continue this research, we deepened the bibliographic studies, at the same time as we invited the educators to write their life stories and, subsequently, for an individual interview about their narrative. The cartographic method inspires records and reflective elaborations throughout the text. Regarding the repercussion of the formation of Jornada Ecoar in the meeting space between educators and children, considering the three dimensions of ecosophy, we show that even though it is beautiful and sensitive as it is designed, it can be an instrument for more authorship by each group of educators, the starting from each person's life stories and opening space and time to emerge lines of escape, ways of resisting pressure. About being an educator based on connections with your child seed, we understand that this encounter is not always positive, and how important it is to recognize the many emotions that make up each educator, including this diversity in the training processes. The search for deepening the relationships between the educator-child and the child-student demonstrated that without feeling her voice as an educator heard, it becomes more difficult to exercise sensitive and empathetic listening for her child seed and, consequently, for the students at school. While they do not find space in the professional sphere to think and reflect on their practice, educators continue with the almost mechanical mission of “controlling children”. Finally, in this study, we understand that ecosophy contributes to the reinvention of the training of early childhood educators by making other forms of interaction between subjects emerge among themselves and with the environment, presenting other paths for creating new existential territories, which integrate the multidimensional, valuing relationships with oneself, with other humans and non-humans and contributing with a more careful and sensitive look at educator-student interaction. An ecosophical methodology broadens the understanding of the world as a sanctuary to be protected and can, in this sense, conceive each child as a small sanctuary.
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Palavras-chave
ecosofia; formação de educadores; infâncias; pesquisa qualitativa; cartografia; ecosophy; cartography; teacher training; childhood; qualitative research; cartography
Citação
NUNES, Patricia de Araujo. Formação ecosófica de educadores das infâncias: cartografias de reencontros com sementes criança. 2024. Dissertação (Mestrado) – Curso de Ambiente e Desenvolvimento, Universidade do Vale do Taquari - Univates, Lajeado, 09 out. 2024. Disponível em: http://hdl.handle.net/10737/4592.