WHAT CAN A CHILDREN'S CURRICULUM DO IN THE MUNICIPALITY OF RIO NOVO DO SUL/ES? CONVERSATIONS AND EXPERIENCES IN TRAINING WITH TEACHERS OF BABIES AND VERY YOUNG CHILDREN
Nombre: ELAINE FERREIRA WETLER PEREIRA
Fecha de publicación: 12/11/2024
Junta de examinadores:
Nombre |
Rol |
|---|---|
| CONCEIÇÃO GISLANE NÓBREGA LIMA DE SALLES | Examinador Externo |
| KEZIA RODRIGUES NUNES | Examinador Interno |
| LARISSA FERREIRA RODRIGUES GOMES | Presidente |
Resumen: This dissertation presents as its theme the mapping of the contributions that continuing education for teachers plays in the composition of more child-friendly curricula. Its macro intention is to understand how continuing education for teachers can enhance curricula produced with babies and very young children. As a theoretical reference, we are familiar with the studies of Deleuze; Guattari (1995), Kastrup (2009), Passos (2009). Escóssia (2009) regarding cartographic research, a methodology practiced in intervention research; to support the theories of curricula and teacher training, the studies of Silva (1999), Lopes (2011), Macedo (2011), Corazza (2019), Carvalho (2008; 2009), Ferraço (2008), Gomes (2011; 2015), Alves (2002; 2008), Nunes (2019) and Tebet (2011). We adopted the inventive training approach of Dias (2012). We conceived the production of a children's curriculum as an escape line from curricular modeling, emphasizing the multiplicity of children's experiences. The cartographic process was conceived during continuing education, structured as an educational product in this dissertation, which was configured as an extension course offered by the Pro-Rectory of Extension of the Federal University of Espírito Santo (PROEX/UFES), developed in the municipality of Rio Novo do Sul - ES. The effects produced in this intervention research include: expanding the concept of childhood as plural and dynamic experiences, breaking with frameworks that imprison them in stigmas and modeling; we advocate the creation of a child- oriented curriculum that welcomes childhoods and teaching in their enunciations that produce knowledge and meanings, which assume the rhizomatic nature of education, among the multiplicities of linguistic, cognitive and affective expressions in their networks of knowledge/doings/powers; the creation of inventive continuing education processes with Early Childhood Education teachers, by valuing listening to the daily school routines and their subjects by problematizing the crystallizations of the teaching “I” and highlighting the importance of training with teachers in the creation of curricula that are also intertwined with children’s enunciations. As final results, the research highlights the importance of inventive training (Dias, 2012) in implementing curricula woven into children's daily lives, valuing their voices, interests and needs.
