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Abstract(s)
Não há pedagogia sem amor. Este pensamento freireano é tão mais verdadeiro
quando falamos de Educação de Infância (EI). Não é uma visão romantizada, mas
antes uma visão baseada em evidências do quotidiano das crianças na EI, em que
o ato pedagógico deve ser dialógico.
O Lourenço4
tem 4 anos e quatro irmãos, o pai trabalha e a mãe não. A sua fa mília recomposta, está sinalizada pela assistência social. No jardim de infância (JI)
dizem que faz disparates, que “bate” e ele ri-se com isso. Interessa-se por jogos de
computador e música. Mas, o que mais gosta é de correr, pois é um espírito livre,
raramente cumpre com as regras da sala. A partir da voz do Lourenço, procuro
compreender as suas relações e interações no contexto de EI, à luz do conceito
de humanização e de pedagogia da esperança, propondo abordagens pedagógicas
para aprendizagens libertadoras.
There is no pedagogy without love. This freirean thesis is even more true when we talk about Early Childhood Education (ECE). It is not a romanticized view, but rather an evidence-based of the daily lives of children in ECE, in which the peda gogical act must be dialogical. Lourenço is 4 years old and has four brothers. The father works and the mother doesn’t. His recomposed family. is signaled by social service. In kindergarten they say that he misbehaves, that he “hits us”. He laughs at that. He is interested in com puter games and music. But, what he likes the most is to run. He is a free spirit, rarely complying with the rules of the classroom. Based on Lourenço’s voice, I will try to understand his relations and interactions in ECE, basing on the concept of humanization and the pedagogy of hope, propos ing pedagogical approaches to liberating learnings
There is no pedagogy without love. This freirean thesis is even more true when we talk about Early Childhood Education (ECE). It is not a romanticized view, but rather an evidence-based of the daily lives of children in ECE, in which the peda gogical act must be dialogical. Lourenço is 4 years old and has four brothers. The father works and the mother doesn’t. His recomposed family. is signaled by social service. In kindergarten they say that he misbehaves, that he “hits us”. He laughs at that. He is interested in com puter games and music. But, what he likes the most is to run. He is a free spirit, rarely complying with the rules of the classroom. Based on Lourenço’s voice, I will try to understand his relations and interactions in ECE, basing on the concept of humanization and the pedagogy of hope, propos ing pedagogical approaches to liberating learnings
Description
Keywords
Educação de infância Humanização Pedagogia da esperança Paulo Freire Early childhood education Humanization Pedagogy of hope . Faculdade de Ciências Sociais
Citation
Publisher
Centro de Investigação em Educação da Universidade da Madeira (CIE-UMa)