Teaching narratives as an epistemology of resistance in Early Childhood Education within a context of neoliberal governance
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26273.026Abstract
This article aims to analyze narratives produced by Early Childhood Education teachers in the context of the COVID-19 pandemic, understanding them as an epistemology of resistance within a scenario of neoliberal governance. Grounded in Walter Benjamin’s contributions on experience and Mark Fisher’s reflections on capitalist realism, the study is situated within the field of qualitative research with a narrative orientation, taking as its analytical material interviews conducted with Early Childhood Education teachers from the municipal public school system. It argues that contemporary education policies, shaped by technocratic rationalities, tend to capture teaching practice through processes of standardization. The results show that teachers’ narratives create fissures in this logic by reinscribing educational experience in its historical and collective dimension, affirming bonds, affection, and play as everyday forms of resistance.
Keywords: Teaching narratives. Neoliberal governance. Early Childhood Education.
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