Saberes sensíveis e documentação pedagógica: poéticas para uma didática comprometida com as infâncias

Abstract

How to think about a summary without losing poetic freedom? Perhaps stealing your hours and subverting the idea of efficiency in favor of space for words to breathe. It is to the rhythm of this rhythm that I write this a/r/tographic work, a methodology where art, research and teaching merge for a methodological path that seeks between places. Along this path, I observed and analyzed three pedagogical documents from an Early Childhood Education school based on musical structures, combining art and research to better observe the pedagogical aspects of these documents. In our center, the relationship between sensitive knowledge and pedagogical documentation as an axis for understanding the possibilities of listening to children's complex and subjective experiences and communicating them through poetic and aesthetic elements. But, if I set out to poetize in the small space of a summary, it is precisely because of the problem that moves me: the silencing of sensitive knowledge and the superficiality of pedagogical practices that ignore the slow and subjective speeches of children. Therefore, my main objective was to understand the relationships between sensitive knowledge and pedagogical documentation as well as their contributions to teaching that respects and embraces children's cultures. The analysis carried out revealed the power of poetic language as a possibility of listening to children from a welcoming perspective, emphasizing the priority and urgent place of a sensitive pedagogical practice in which teaching knowledge is intertwined with sensitive knowledge based on aesthetic experience, reflection undertaken and pedagogical act given new meaning based on the pedagogical documentation. We are therefore moving towards teaching that is sensitive and committed to children. As an educational product, we therefore propose a didactic path based on the poetics of play and dialoguing with the concepts of childhood, listening and knowledge.