Por uma prática pedagógica que articule os tempos-espaços das crianças para além dos muros da escola

Abstract

The writing of this study is part of the curriculum requirements for completing the Pedagogy course. We sought to problematize how the pedagogical practice can articulate the time-spaces of childhood. The general objective is based on the need to understand how pedagogy, through contra-normative educational practices, can be an anti-racist educational practice. The specific objectives are related to the importance of understanding the relationship between gay and diffuse education and anti-racist pedagogical activity; articulate the time-spaces of childhoods with the practical assumptions of diffuse education. The research path mobilizes the (re)thinking of pedagogical practice with children in defense of autonomy, the right to experience time and their experiences in the most varied spaces. In this sense, the qualitative approach of the concepts of childhood, childhood time and child become fundamental dimensions in the research for us to realize the powerful educational practice, the dialogue with thinkers Salva (2016); Guarienti (2018, 2019, 2020, 2021) Gallo & Limongelli (2020) allows us to glimpse this possibility. Finally, in the intertwining of research questions with the life experiences that I experience in pedagogy, I think that gay and diffuse education is a practice in which pedagogical actions have meaning for children in educational interactions that transcend the classroom. I believe that pedagogical practice requires falling in love with life and the details that inhabit it through connections with the discoveries and experiences of children in the midst of their existential circumstances. Keywords: Childhood. Kids. Diffuse Education.