W. 1 |
Presentation. Semantic chain: teachers will be asked to speak words and/or phrases about their daily life at school, for example: hard work, tiring, fun, etc. In a second moment, the teachers are encouraged to tell a situation that illustrates this word or phrase that I said earlier, so that, in this way, the specific daily life of the participants can be better known. |
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W.2 |
Debate on the construction of the childhood category and the participants' views on the subject. To trigger the discussion, it is proposed to build a collective mental map with images (from newspapers, magazines, inserts, etc.) and words to think about childhood representations. Afterwards, the group will watch the documentary “The invention of childhood”, to contrast with the mental map and think about different children and childhoods. Other films and documentaries that can be used are: Invisible children; Bill and John; Born in brothels. |
Jardim, C.S. (2003). A construção do conceito de infância. In C. S. Jardim. Brincar: um Campo de Subjetivação na Infância (pp. 13-30). São Paulo: Annablume. |
Lahire, B. (1997). O ponto de vista do conhecimento. In B. Lahire. Sucesso escolar nos meios populares: as razões do improvável (pp. 17-46). São Paulo: Editora Ática. |
W.3 |
At this meeting, the theme addressed will involve the role of school and education with an emphasis on Early Childhood Education. The strategy used to trigger the discussion will be an educational game inspired by previous experiences with young people (Yonekura & Soares, 2010Yonekura, T., & Soares, C. B. (2010). O jogo educativo como estratégia de sensibilização para coleta de dados com adolescentes. Revista Latino-Americana de Enfermagem, 18(5), 968-974.), which proposes that participants position themselves in favor or against an expression or phrase and defend their positions, rephrasing their opinions based on the debate that took place. The phrases will be taken from the books that are part of the bibliography of the workshop. (Vitor Paro's videos were removed, and the book Management in Early Childhood Education - Daily Life Scenes, by Maria Aparecida Guedes Monção was added). |
Kuhlmann, M. (1998). Instituições pré-escolares assistencialistas no Brasil (1899-1922). In M. Kuhlmann. Infância e educação infantil: uma abordagem histórica. Porto Alegre: Mediação. |
Kuhlmann, M. (1998). Políticas para a educação infantil: Uma abordagem histórica. In M. Kuhlmann. Infância e educação infantil: uma abordagem histórica. Porto Alegre: Mediação. |
Monção, M.A.G. (2021). Gestão na Educação Infantil - Cenários Do Cotidiano. São Paulo: Edições Loyola. |
W.4 |
Discussion on access to school as a right, the unveiling of the role of the State and neoliberal education, based on themes relevant to Early Childhood Education such as the binomial education and care and anti-school Early Childhood Education. For this workshop, the strategy used will be the vignettes, which symbolize a problem situation to be discussed by the group, created from everyday elements. It is hoped that, based on these, opportunities will be opened for participants to talk about their own experiences. Thinking about interconnected workshops 4 and 5, divided only to provide more time for debate, the base texts for both workshops are the same. |
Arce, A. (2001). Compre o kit neoliberal para a educação infantil e ganhe grátis os dez passos para se tornar um professor reflexivo. Educação & Sociedade, 22(74), 251-283. |
Marsiglia, A.C. (2011). A prática pedagógica histórico-crítica na educação infantil e ensino fundamental. São Paulo: Autores Associados. |
Arce, A., & Jacomeli, M. R. M. (2012). Educação Infantil versus Educação Escolar? Entre a (des)caracterização e a precarização do trabalho pedagógico nas salas de aula. Campinas: Autores Associados. |
W.5 |
Deepening the issues discussed in workshop 4, debating the school contradiction thinking about the forces that reproduce social inequalities, but also bringing the counter-hegemonic possibilities of creation, inventiveness and resistance. Thus, the strategy to be used is to bring theoretical content (material from the bibliography) on cards, linking them to the experiences raised by the vignettes. |
Same as workshop 4 |
OF.6 |
Synthesis and evaluation of the training process. A collective panel will be created with the participants. The proposal is that they write down on colored paper the topics addressed and what was left of each one of them to create a panel of the workshops (It was decided to exclude workshop 7, which existed only for the evaluation of the process and add, at the end of this workshop, the individual assessment instrument). |
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