(En)laços de infância(s): a curiosidade e a pergunta como potências das docências de professoras artesãs na educação infantil

Abstract

This dissertation explores the relationship between childhood (chronological and aionic), questioning, curiosity, and teaching in Early Childhood Education. Grounded in poststructuralist perspective and philosophy of childhood, drawing upon authors from philosophy, sociology, and education, especially Early Childhood Education, the research centered on the following question: how do Early Childhood Education teachers in the municipality of IvotiRS develop their teaching practices in response to children's questions and curiosities? To investigate and problematize this question, teachers from the Early Childhood Education stage of the municipal public network in Ivoti-RS were invited to respond to an online questionnaire. Ninety online forms were made available to teachers, resulting in a total of 23 responses. Analysis and problematization of the responses identified statements and utterances that emerged as expressions of a will to truth and a will to knowledge-power, reflecting the complex relationships that constitute teaching, childhood, children, questions, and curiosity in this context. As a result of the research, theoretical-practical concepts emerged from the narratives, representing the beginning of constructing a toolbox for the formation of teaching practices that seek to establish bonds with childhood(s). In summary, this research did not aim to establish definitive standards or judge correct or incorrect ways of teaching. Instead, its purpose was to map and problematize the diversity of forces that constitute the different modes of teachingknowing of the participants. From the analysis of the material produced by this group of teachers, it can be concluded that the modes of being a teacher stood out for their artisanal, welcoming, respectful, stimulating, and sensitive approach to childhood(s) and their times in the context of Early Childhood Education. And from this conclusion, it is possible to argue that questioning and curiosity are powers for artisanal teaching in Early Childhood Education.