As possíveis afetações na docência: encontros entre estética, infância e experimentações com as artes

Abstract

This dissertation aimed to recognize to what extent the aesthetic repertoire of teachers is affected by being with children in the daily life of Early Childhood Education. It also aimed to perceive how it is possible to move teaching within the relationships between childhood and aesthetics. Therefore, through a research with (auto)biographical narratives pulsating within the daily life of a public Early Childhood Education school, it seeks to map the knowledge and challenges of teachers through Investigative-Formative Dialogical Circles, and from this, discover the place that aesthetics occupies in the experiences of teachers and how they can configure themselves as (auto)formative, affecting teaching with sensitive knowledge. In the survey carried out in the ERIC and SCIELO Databases, the inconsistency of aesthetics within the curricula guiding Early Childhood Education became evident, as well as in the experiences of teachers and children at this stage. In the mapped works, artistic practices focused on technical development were found, considering childhood as a stage that needs to be shaped to reach a pre-established creative place modeled by adults. There was an aesthetic gap in children's experiences, as well as existing gaps in the aesthetic experiences of teachers at this school stage and how this is directly linked to not being good facilitators of these experiences in their pedagogical practices. The teachers participating in this research evidenced what was shown by bibliographic research as they denounced their generalist and prescriptive formations, and in the statement of missing formations with material experiments that are part of their daily lives with children. Through the narratives brought by the teachers, it was possible to perceive that the excess demands from families and managers end up consuming quality time with children in an environment where organization and bureaucracy are more considered than the pedagogical proposals offered to them. Even in the face of numerous challenges encountered in the daily life of Early Childhood Education, teachers provide opportunities for learning spaces that suspend chronological demarcation with children, as they reflect on their practice and perceive themselves as authors in their daily lives, going beyond the pre-established routine and accepting the (auto)formative invitations that their own reality presents.