Navegando por Autor "Lima, Rafael Costa de"

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    Docência na educação infantil: confluências entre filosofias e infâncias
    (Universidade Estadual do Paraná, 2024-09-06) Lima, Rafael Costa de; Schnorr, Gisele Moura; https://lattes.cnpq.br/7136004914851928; https://lattes.cnpq.br/1699545387251102; Noyama, Samon; https://lattes.cnpq.br/4136748079494222; Baiersdorf, Márcia; https://lattes.cnpq.br/2408431985055556
    This dissertation is the result of research aimed at tracing the confluences between childhood and philosophy as a relearning of teaching. The writing adopts the per- spective on autobiographical research by narrating learnings and relearning, driven by the commitment to acknowledge children as subjects of thoughts and culture. The work includes observations, reflections, concerns, planning, and records of practices inspired by education as an intercultural action involving communication between the adult (teacher) and the children. These elements intertwined to create a process of philosophizing about teaching in early childhood education. The act of welcoming, sympathizing with, and learning from the children involved in this study permeates the narratives presented here as an intercultural praxis of philosophy. The research aims to value children's philosophical expressions through attentive listening, ensur- ing to preserve their questions. This philosophical endeavour took place from the ter- ritory, the Contestado Region of Paraná, so that philosophizing with children were constituted as an experience from our soil, grounding the experience in a specific locality. Children’s voices expressed in drawings, retellings of their play time and chil- dren’s tales that happen in school moved us to problematize the spaces, history and policies of early childhood education and teaching practices. Philosophizing as a dia- logue process invites us to rethink the human being within us and inspires us to break with the monoculture of thoughts and the poverty of experiences. As a que- fazer, philosophy and education come made from cultures and contextual experienc- es and can therefore be experienced at all ages and regions of the world, but it re- quires the creation of spaces and temporalities that embrace diversities. Imagining other worlds, building unprecedented viable futures with children, involves embracing the childhoods that inhabit us and caring for the childhoods with which we live, creat- ing good memories and experiences.