CHILDHOOD ECOLOGIES AND PEDAGOGICAL PRACTICES OF ENVIRONMENTAL EDUCATION IN THE EVERYDAY DAY OF EARLY EARLY EDUCATION
Name: LETICIA LOPES BORTOLOTTI BAPTISTA
Publication date: 03/07/2023
Examining board:
Name |
Role |
|---|---|
| SOLER GONZALEZ | Advisor |
Summary: This research is an invitation to delve into the experiences of everyday school life in early childhood education in the municipality of Cariacica/ES and into the pedagogical practices of Environmental Education that weave children's ecologies. The general objective is to map children's ecologies in the school routine of early childhood education based on pedagogical practices of environmental education that have an ecological perspective. The specific objectives were: to carry out pedagogical practices of environmental education in the school routine of early childhood education in dialogue with the ecological perspective in education; problematize the children's ecologies that are woven from the ecological pedagogical practices carried out in the daily life of early childhood education; and create postcards with children's ecologies as an educational product with images and narratives of pedagogical practices of environmental education carried out in school daily life. The theoretical contributions of this dissertation dialogue with research on school daily life (ALVES, 2005, 2015, 2019), cartographic research (KASTRUP, 2013), Freire's conception of Education (FREIRE, 2011, 2021, 2022), the ecological perspective of environmental education (REIGOTA, 2010, 2018, 2012), the notion of childhood (KHOAN, 2021, 2005), the notion of the environment (KRENAK, 2019, 2020, 2022), and the notion of unwalling childhood (TIRIBA, 2006, 2017, 2021). The methodological approaches focused on studies with everyday life, on the cartographic method, on the narrative research of the Autopoietic Learning Territories research group (SANTOS, 2020, 2021; FARIA, 2021, 2022; MAZOCCO, 2021; FERNANDES, 2022; GAMA, 2022; GONZALEZ; RAMOS,
2022) in fictional narratives (REIGOTA, 2003). The methodological procedures for recording experiences and narratives took place through photographs, a field diary and a recorder. Among the results, we highlight children's ecologies and the power of school daily life and their pedagogical practices of environmental education in the municipality of Cariacica. The educational product was the making of postcards containing images of children's ecologies and narratives of the research subjects. Thus, we focus on the pedagogical potential of children's ecologies in the development of a political environmental education and as a practice of freedom.
