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Publication
Nutrir a qualidade em educação de infância na/com a natureza: uma conversa em tom menor com uma comunidade de práticas
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| 328.75 KB | Adobe PDF |
Advisor(s)
Abstract(s)
As preocupações com a qualidade em educação tendem a revelar o peso inexorável das ciências do maior, do quantificável, do estabelecido, do dominante. Procuram-se sistemas de monitorização e mensuração de ambientes educativos, práticas pedagógicas e aprendizagens das crianças, em que os dados gerados são comparados e hierarquizados, produzindo políticas e pedagogias maiores. Nesta entrevista em grupo focal, adentra-se o percurso de uma comunidade de práticas composta por educadoras de infância, professoras e investigadoras do ensino superior, que há cerca de quatro anos se tem aventurado em espaços de natureza e cultura, mais e menos urbanos, com crianças dos 0 aos 6 anos, na zona sul de Portugal. Ao longo da conversa, serão contadas histórias de formação que, alicerçadas nos princípios do isomorfismo pedagógico, promovem outras relações das crianças com o mundo. Repensa-se assim, em movimento, a qualidade da educação de infância em tom menor, um tom que “mina” o dominante pela invenção de modos de devir com.
Concerns about quality in education tend to reveal the inexorable weight of the sciences of the bigger, the quantifiable, the established, the dominant. Systems are sought to monitor and measure educational environments, pedagogical practices and children's learning, in which the data generated is compared and hierarchized, producing greater policies and pedagogies. In this focus group interview, we will explore the journey of a community of practices made up of nursery school teachers, teachers and higher education researchers who, for the last four years, have been venturing into more and less urban spaces of nature and culture with children aged 0 to 6 in the south of Portugal. Throughout the talk, stories will be told of training that, based on the principles of pedagogical isomorphism, promote other relationships between children and the world. In this way, the quality of early childhood education is rethought in a smaller tone, a tone that “undermines” the dominant one by inventing ways of becoming with.
Concerns about quality in education tend to reveal the inexorable weight of the sciences of the bigger, the quantifiable, the established, the dominant. Systems are sought to monitor and measure educational environments, pedagogical practices and children's learning, in which the data generated is compared and hierarchized, producing greater policies and pedagogies. In this focus group interview, we will explore the journey of a community of practices made up of nursery school teachers, teachers and higher education researchers who, for the last four years, have been venturing into more and less urban spaces of nature and culture with children aged 0 to 6 in the south of Portugal. Throughout the talk, stories will be told of training that, based on the principles of pedagogical isomorphism, promote other relationships between children and the world. In this way, the quality of early childhood education is rethought in a smaller tone, a tone that “undermines” the dominant one by inventing ways of becoming with.
Description
Keywords
Educação de infância Mundo mais que humano Desenvolvimento profissional Early childhood education More than human world Professional development