Nombre: ERIADNES DE SOUZA RANGEL ALVES
Fecha de publicación: 19/10/2022
Supervisor:
Nombre |
Rol |
|---|---|
| LARISSA FERREIRA RODRIGUES GOMES | Advisor * |
Junta de examinadores:
| Nombre |
Rol |
|---|---|
| LARISSA FERREIRA RODRIGUES GOMES | Advisor * |
| MARIA RIZIANE COSTA PRATES | External Examiner * |
| TÂNIA MARA ZANOTTI GUERRA FRIZZERA DELBONI | Internal Examiner * |
Resumen: The present study aims to map the becoming-child present in teaching in the curricular production of Early Childhood Education in a CMEI in the municipality of Serra/ES. To this end, it mobilizes the teaching narratives in the composition with the children, looking for clues on how this composition considers childhood and its multiplicities in the child's participation in the fabric of the curricula. It traverses the research field methodologically using cartography from the thoughts of Deleuze and Guattari (1995), betting on the procedural opportunity of doing as a device for producing data with the research field and in the networks of conversations woven with everyday life in Early Childhood Education, especially in such a unique historical moment in which humanity is affected by the pandemic caused by covid-19. It considers children as producers of thought-practiced curricula and as thinking practitioners (OLIVEIRA, 2012), (FERRAÇO; SOARES; ALVES, 2017), indicating the possibility of overflowing meanings and meanings of curricular practices. In this sense, it invites us to dialogue with theoretical intercessors such as Alves (2003, 2004), Deleuze and Guattari (1995), Freire (1996), Kohan (2005, 2015), Kastrup (1997), Silva (2001), among others who raise , in their debates, provocations that approach the theoretical interlocution in which the present research sought to focus. The production of data, through conversation networks (CARVALHO, 2009) in formative processes, moves narratives, prints, document analysis and images. The creation of an e-book enunciating the provocations contained in the problematization of the research will translate the educational product and, in the invitation to incompleteness and inconclusions, will be the materiality to think about the theme beyond the academic production. From the production of data that indicated the need for new developments on the theme, the research ends, but its propositions go beyond its limitations.
