How do childhood memories may enhance sensitive teaching in early childhood education?

Authors

DOI:

https://doi.org/10.17058/rea.v32i3.19782

Keywords:

Memory, Sensitive knowledge, Early childhood education, Teacher training

Abstract

In this article, we share learning experiences at a public early childhood education school in Rio Grande do Sul. Based on a self-training and self-care workshop to enhance aesthetic and esthetic relationships in the educational space. The planning was carried out together with the education professionals, deriving from a demand from the school. It was based on working conditions in the post-pandemic context. Considering that childhood memories provide thought about teaching, the participants experienced body, poetic and contemplative practices. Then, analysis of the reports showed that they were sensitized to today's childhood and reflected about their practices with children.

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Author Biographies

  • Vanessa Caldeira Leite, UFPEL

    Doutora em Educação pela Universidade Federal de Pelotas. Professora Associada da Universidade Federal de Pelotas, no Curso de Teatro-Licenciatura. 

  • Diana Paula Salomão de Freitas, Universidade Federal de Pelotas

    Doutora em Educação em Ciências, pela Universidade Federal de Rio Grande. Professora Associada da Faculdade de Educação da Universidade Federal de Pelotas.

  • Andrisa Kemel Zanella, Universidade Federal de Pelotas

    Doutora em Educação pela Universidade Federal de Pelotas. Professora Adjunta do Centro de Artes da Universidade Federal de Pelotas.

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Published

2024-12-16

Issue

Vol. 32 No. 3 (2024)

Section

Pesquisas narrativas, formação de professores(as) e cotidiano escolar

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How to Cite

How do childhood memories may enhance sensitive teaching in early childhood education?. (2024). Reflexão E Ação, 32(3), 183-198. https://doi.org/10.17058/rea.v32i3.19782