Docências na educação infantil e as ciclotramas de suas especificidades: a criação de um ethos sensível

Abstract

This thesis investigates how teachers express their conceptions and position themselves regarding the specificities of teaching in Early Childhood Education. The research was conducted with teacher-researchers from public Early Childhood Education in the municipality of São Leopoldo, through meetings at the Contemporary Teaching Laboratory - LABDOC (Unisinos/CNPq), developed in two phases, in the years 2022 and 2023. The research problem was: How do the teachers, through experiments and experiences in LABDOC, express themselves and position themselves in relation to the specificities of teaching in Early Childhood Education The research was based on theoretical frameworks related to Contemporary teaching, the Field of Early Childhood Education and Studies on Childhood and Children. The concept of teaching is assumed to be a complex experience, interwoven with many threads of meaning produced always in relation to teacher training, the teaching constitution, and knowledge with children and their groups in challenging contexts. A teaching that requires the teacher to be fully present in the processes with the children, where reception, availability, listening, contribute to the creation of a sensitive ethos. Expressed in the constitution of a climate, an atmosphere, a group of sensitivity in the teacher-child relationship, acknowledging their singularities, pluralities, and complexities, hence the term teachings in the plural. A sensitive ethos because it is a condition of the trama, in the training of the Early Childhood Education teacher, contemplating knowledge of Pedagogy and Early Childhood Education, with the languages and knowledge of the area of Art, in plots in this sensitive ethos. It is the aesthetic dimension of teaching that produces, through the sensitive, the incorporation of this teaching that is also sensitive. The theoretical-methodological approach followed the principles of (de)formation research. Based on the concepts of Craftsmanship (Sennett, 2021) and Ciclotrama (Landini, 2020), it was possible to think about the exercise of teaching, as welldone and authorial work produced by an aesthetic experience and research in different areas of knowledge. The empirical material for the analyses was produced using the following methodological procedures: transcriptions of formative meetings in LABDOC, material produced in this laboratory, and records and notes from the teachers' experiments and experiences. To operate as a lens in the analyses, a theoretical-methodological matrix in Ciclotrama was used, which allowed for the creation of a Ciclotrama of Early Childhood Education teachings through specificities in a web of relationships formed by threads of meaning - sustainment, suspension, and tension - open to countless new possible connections. Specificities are understood as peculiar characteristics of teaching in Early Childhood Education. Furthermore, the analyses allowed the formulation of arguments to defend the following thesis: The experience of training as (de)formation in a Laboratory with teachers enhances their professional development and teaching constitution, enabling questioning oneself, exposing oneself, (de)forming oneself and repositioning oneself as a teacher driven by complexity sensitivity, authorship and creation of teaching in Early Childhood Education. Both teaching and its specificities constitute ciclotramas, composed of specificities in a web of relationships formed by threads of meaning - sustainment, suspension and tension - with others and in co-formation. It involves a complex and authorial plot of relationships in Ciclotrama, because - it is art, it is creation, it is knowledge, it is experience, it is sensitivity, it is know how developed in a sensitive ethos.