Narratives and poetic memories in early Childhood Education: possibilities for teaching Narratives and poetic memories in Early Childhood Education - possibilities for teaching.
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Abstract
This experience report proposes to reflect on an experience developed in Early Childhood Education with young children involving Expressive Languages. The proposal considered the narratives and playful and cultural experiences of children and their grandparents. Their knowledge, practices and cultural values are considered formative knowledge that enrich the repertoires of children and adults, transcend a predicted curriculum and promote a new perspective on teaching. The word artesania dialogues with the text’s propositions in the sense that doing is thinking. Thus, authors like Sennett (2013; 2020); Gobbato;Barbosa (2019); Formosinho (2019), Rinaldi (2012) and others help us to learn in company. Potent listening enhanced the narratives and memories of the subjects involved when building networks of meanings and poetic possibilities for teaching and the process of learning and child development.
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