Sandra Regina Simonis Richter

Os bebês interrogam o currículo: as múltiplas linguagens na creche

The day-to-day activities in early childhood education demonstrate that the proposed curriculum, specifically in early childhood, is based on and follows three recurrent modalities. All the three modalities reveal an adult-centered pedagogy inspired by formal education, in which babies and small children are not recognized as active and interactive linguistic beings in their early social learning in and with their environment. Their capacity to learn and acquire meanings by getting gradually involved in a set of relationships and processes that represet a system of sense is overlooked. The role of the teacher, as a co-producer of curriculum, becomes effective in creating an educational environment and interacting with the children and their families, facilitating experiences in different languages and in the social and cultural activities of each community. Babies, with their human capacity to interact, question these curriculum models and demonstrate in their day-to-day actions the intersection between playfulness and cognition in different languages: the conciliation between imagination and reasoning, between body and thought, movement and world, in their bodily processes of learning to operate languages and narratives.

Pedagogia como Gesto Poético de Linguagem

The essay addresses the relationship between the experience of language and poetic imagination based on the reflections by Agamben, Merleau-Ponty and Bachelard as a strategy to expose the tensions within the problem of temporal discontinuity that weaves the fabric of ‘languagely’ alterity in the meetings between small children and adults. It claims the pedagogic understanding that it is only by interacting poetically with the world, by triggering times of presence, and by assuming our attempts to project singular meanings onto the collective, and not by keeping an analytical distance from it, that we can pursue language as a gesture unfettered by any kind of instrumentality. The pedagogical question that emerges is not about the freedom rooted in the individual, but about living together.