HANDS ON THE EARTH, FEET ON THE GROUND: CHILDREN’S ACTIVE PARTICIPATION(ACTION) IN THE FIELD
Nombre: JUSSIMARA DOS SANTOS GIMENES
Fecha de publicación: 15/05/2025
Junta de examinadores:
Nombre |
Rol |
|---|---|
| JANINHA GERKE | Examinador Interno |
| JAQUELINE PASUCH | Examinador Externo |
| KEZIA RODRIGUES NUNES | Examinador Interno |
| ROGERIO DRAGO | Examinador Interno |
| ROSALI RAUTA SILLER | Presidente |
Resumen: In this paper, I investigate the modes of active participation of young children in the context of rural early childhood education, focusing on a school located in the municipality of Guarapari/ES. I start from the understanding that guaranteeing children's right to participate requires deconstructing adult-centric and colonialist practices, still present in school routines, which silence and subordinate childhoods. Based on this, I propose to understand how children participate in the times and spaces of the institution and what are the challenges faced in constructing an Intercultural Pedagogy. As a theoretical framework, I appropriate: 1) Caldart's studies, bringing aspects of rural education; 2) the contributions of Philipe Àries and Kuhlmann Júnior, on the trajectory of childhood; 3) Florestan Fernandes, Willian Corsaro and Sarmento, in the discussion of the Sociology of Childhood; 4) Sarmento e Kramer, in the reflection on early childhood education; and 5) Catherine Walsh, and others, from the perspective of interculturality and decoloniality. I use a qualitative approach, based on ethnographic research, using participatory observation, field notes, conversation circles, active listening and informal dialogues with children and adults. The results reveal that children, even in contexts marked by traditional pedagogical practices, construct their own forms of inclusion and resistance, exercising their agency when interacting with peers, reorganizing spaces, proposing ideas and challenging rules. I observed that they actively occupy the times of arrival, departure, recess and playground, establishing alliances between themselves and with adults, expressing opinions, desires and concerns. Despite the existence of barriers imposed by an adult-centric school logic, it was possible to identify everyday gestures of participation, such as choosing activities, caring for others, collaborating in tasks and using speech and the body as an expression of autonomy. As an educational product, I present a thematic booklet developed from the collective experience of creating a garden with Early Childhood Education children at school. Aimed at educators and children, the material offers reflections and practices that promote autonomy, care for the territory, and environmental education. Moreover, it stands as a decolonial proposal, centered on listening and on the knowledge of childhood.
