A docência e as práticas pedagógicas no contexto de vulnerabilidade social na infância

Abstract

The present work seeks to bring to the fore a discussion of the context of social vulnerability and violence, especially juvenile infants, found in public schools. Schools have found themselves immersed in this context and education professionals signal this gap in their formation: there is no pedagogy that "prepares" a teacher to act in front of vulnerable childhoods. Infants who reach such precarious schools, living in such harsh and painful ways. In addition, the intention is not to denounce teacher training, but rather to emphasize the importance of revisiting pedagogical conceptions and theories that guide pedagogical practice in schools. It is necessary to reflect on the idealized and generalist conceptions of children and childhood that are constructed throughout the process of formation, but rather distant from the children and childhoods that we find in the reality of schools. Teaching must give up labels and stigmata and seek to sculpt a more careful look and a more sensitive listening to those who manifest in a way that questions it so much. Vulnerable childhoods signal the need to move towards more sensitive teaching.