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Pedagogia da presença na formação de educadoras/es de infância: perspectivas sobre as suas (im)potências no âmbito da pandemia
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Authors
Advisor(s)
Abstract(s)
O artigo que aqui se propõe discute um conjunto de ideias em torno da formação inicial de educadoras/es
de infância que se tornaram especialmente visíveis no contexto da pandemia provocada pela doença Covid-
19. A partir do lugar ambíguo da educação de infância no sistema educativo português, pretende-se dar
eco a questões emergentes e ao seu impacto na vivência da pedagogia do ensino superior, especialmente
no que diz respeito ao isomorfismo da formação inicial e às potencialidades do que se faz e do que escolhe
não fazer na formação inicial. Apresenta-se o caso de duas escolas superiores de educação da área
metropolitana de Lisboa, uma pública e uma privada, ambas com uma história de várias décadas na
formação inicial de educadoras de infância. O foco será colocado na experiência de ensino não presencial,
com especial ênfase na resposta dada aos estágios curriculares previstos para o 2º semestre de 2019/2020.
The article proposed here discusses a set of ideas around the initial training of early childhood educators that became especially visible in the context of the pandemic caused by Covid-19. From the ambiguous place of childhood education in the Portuguese educational system, it is intended to echo emerging issues and their impact on the experience of higher education pedagogy, especially with regard to the isomorphism of initial training and the potential of what is made and not made in the initial training. The case of two higher education schools in the metropolitan area of Lisbon is presented, one public and one private, both with a history of several decades in the initial training of early childhood educators. The focus will be placed on at distance teaching experience, with special emphasis on the response given to the curricular internships planned for the 2nd semester of 2019/2020.
The article proposed here discusses a set of ideas around the initial training of early childhood educators that became especially visible in the context of the pandemic caused by Covid-19. From the ambiguous place of childhood education in the Portuguese educational system, it is intended to echo emerging issues and their impact on the experience of higher education pedagogy, especially with regard to the isomorphism of initial training and the potential of what is made and not made in the initial training. The case of two higher education schools in the metropolitan area of Lisbon is presented, one public and one private, both with a history of several decades in the initial training of early childhood educators. The focus will be placed on at distance teaching experience, with special emphasis on the response given to the curricular internships planned for the 2nd semester of 2019/2020.
Description
Keywords
Pedagogia Educação de infância Formação inicial Pandemia de covid-19 Pedagogy Childhood education Initial training of childhood educators Covid-19 pandemics
Citation
Gomes, E. X.(2021). Pedagogia da presença na formação de educadoras/es de infância: perspectivas sobre as suas (im)potências no âmbito da pandemia, Zero a Seis, 23, 269-290