Pedagogia do cuidado: infância e docência

Abstract

Early Childhood Education requires a keen eye towards the singularities of challenges experienced by this specific audience. In this sense, this research aims to understand the forms of manifestation of care and carelessness in teaching activities in rural early childhood education. The methodology used is ethnographic field research of a qualitative nature through a phenomenological approach, seeking to understand the different senses and meanings that permeate Rural Early Childhood Education. The research takes place based on the observation of relationships between school students, their peers and school teachers. In this sense, the research will rely on ethnographic analysis with the main tool being the observation of the relationships that permeate the school space. The theoretical framework used in the research will focus on understanding and discussing concepts guided by the following question: What are the forms of manifestation of care and carelessness in teaching activities in rural early childhood education? And from this question we discuss about education, school, childhood and teaching work mobilized by Arendt (2007), Kohan (2015), Benjamin (2009), Picoli (2021), Larrosa (2018), Biesta (2017) and M asschelein (2021), the care and carelessness conducted by Boff (1999) and (2012), Arendt (2007), Larrosa (2018) and M asschelein (2021). This reflection is organized in three chapters. In the first chapter, we address the concept of childhood as a philosophical condition, a way of being in the world, beyond chronological time, essential for responsible adulthood. In the second chapter, we discuss care in the school environment mobilized through the concepts of welcoming, attention and responsibility. And finally, in the third chapter, the concepts worked on in the previous chapters served as an impulse to reflect on a pedagogy of care. From this study, what is assumed is that welcoming is the essence of care at school. This research allows us to think about way s to train teachers, enabling an educational praxis based on care.