Olhar de Professor

Singularities in the profession of teaching: experiences of a teacher

2024-11-12T23:54:17+00:00

In this study, we aim to understand the teaching profession through the narrative of Valesca, a primary school teacher who shares her life story, profession, and significant experiences. We chose the narrative (auto)biographical research approach because it allows us to delve into the cognitive, affective, and action-oriented dimensions that the subject/narrator selects and organizes from their life and professional history to share with other teachers. Our dialogue is grounded in the works of key authors in the field of narrative (auto)biographical research, particularly Bolívar (1995, 1999, 2002, 2012, 2016); Ricoeur (1995); and Bruner (1988). We identified several educational policies that constrain teachers' pedagogical practices in Brazil. However, Valesca does not fully comply with these directives in her teaching. Instead, she seeks to address the specific needs of her students, adapting her teaching practices according to the material conditions, the context of her school, and her personal and professional experiences. These choices can positively impact pedagogical autonomy, foster innovation in teaching practices, encourage collaborative engagement, and resist ideological pressures. Conversely, they may lead to curricular misalignment, educational inequality, lack of monitoring and assessment, as well as the isolation and fragmentation of knowledge. This stance of teaching outside official guidelines, while creating room for more inclusive and contextual practices, may also result in imbalances in access to quality education and hinder the construction of a solid foundation for students within a cohesive national system.

Inclusion and the Educational Residency Program: reflections and experiences of undergraduate students in Pedagogy during the (COVID-19) pandemic

2024-07-13T12:27:48+00:00

Does not apply.

O que uma artista contemporânea pode aportar a uma sala de aula da Educação Infantil. A cor de Jessica Stockholder

2025-02-12T12:02:54+00:00

Este artigo apresenta uma reflexão pessoal sobre o possível diálogo entre propostas de arte contemporânea e a infância. A título de ilustração, se descreve uma prática artística realizada com crianças da Educação Infantil baseada na artista Jessica Stockholder. A metodologia adotada é qualitativa e inclui observação direta em sala de aula, análise dos trabalhos criados pelas crianças e registros orais por meio de gravações de áudio.

Contemporary Art and Play Installations: a theoretical review

2025-02-11T00:41:06+00:00

The article is the result of research that, based on Social Studies of Childhood in conjunction with contributions from the field of contemporary art, aims to analyze possibilities involving contemporary art and Early Childhood Education, in line with the work of Ruiz de Velasco Gálvez and Abad Molina (2011; 2019). It is a bibliographical study whose focus of analysis is the concept of game installation and its development. Based on Bardin's (2016) content analysis, the article consists of three units of analysis: 1 - Installations from the perspective of the work of Mariana Mucci, María de los Ángeles Arce and Paulina Lapolla; 2 - Installations based on work in initial teacher training; and 3 - Reverberations of play installations in academic research with children. It was thus inferred how different possibilities for working with installations can provide contexts for play and exploration, the production of games and performances by children.

Arno Stern’s Painting game at the Ateliê Pintante of the Instituto da Primeira Infância (IPREDE/CE)

2025-02-11T00:36:17+00:00

This article presents the theoretical and practical principles of Arno Stern’s Painting Game (Stern, , [19--], 1974, 1978, 2011, 2016) and the reverberations of this practice in the Extension Project “Ateliê Pintante,” a partnership between the Federal University of Ceará (UFC, acronym in Portuguese) and the Institute for Early Childhood (IPREDE/CE, acronym in Portuguese), with children in extreme social vulnerability, through empirical research. The “Painting Game” takes place in a unique studio, the “Closlieu” (from the French “sheltered place”), and provides free expression and the development of children’s imagination, who “play” with gestures, shapes, and colors in their spontaneous creations. It was concluded that the “Painting Game” significantly contributes to the creation of a space of self-confidence, autonomy, and freedom, essential for the creative process of children, who find in this game the opportunity and suitable conditions for their self-expression and self-formation through painting.

The gift is kindness: imagination in reading and producing images in Early Childhood Education

2025-02-12T11:57:30+00:00

This article examines an experience report on the experiences of 4 and 5 year old children with the languages of visual arts in an Early Childhood Education institution, mediated by a male and female teacher. The objective of this work is to present an analysis of how the appreciation of works of Contemporary Art and the production of images by children are interrelated, considering teaching mediation and children's protagonism. The methodology is structured around an experience report, based on the observation of children's relational demands, on the appreciation of the audiovisual Cuerdas, conceived as a production of Contemporary Art, and on the proposition of other experiences with art. The results show that children, when watching the video, spontaneously attributed meanings to it, relating it to the theme of kindness. Based on this experience, the teachers proposed a new experience, in which the children created images through drawing, painting and collage, as a way of giving gifts to each other. The conclusions suggest that such experiences favor the development of significant interfaces between Contemporary Art, image reading and childhood, in addition to promoting children's protagonism and imagination as essential tools for building meaning in children's lives.