Docência e gesto pedagógico de educar crianças : ação de começar-se na vida pública da escola.

Abstract

This thesis draws from an approximation between philosophy and education in order to follow narrative paths that allows thinking about modes of co-living in Basic Education that emerge from the experience of small children arriving to Basic Education school. The choice for a philosophical approach in education research emerges from the intentionality in not punctuate answers, but to present a question to be further interrogated: the action of beginning in school’s public life thought from the pedagogical transition from Basic Education to Fundamental Education. The question’s founding point is given by the pedagogical attention of being listening children’s formative-existential path and to be in close attention to listen, think and understand it in order to study a thought experience on arriving to the Fundamental Education. Presented here it’s a writing exercise guided by the interrogation of the lived with children in school with the educational objective to contribute to studies on the transition between schooling stages and to put in tension pedagogical conceptions on children’s arrival to the Fundamental Education`s first year. In order to achieve that, this study questions teaching and the educational sense of being a pedadogue in a first-year class from the concepts of passage, hosting, language, body and world. The concepts of pedagogical obstacle in Gaston Bachelard’s work, of common world and natality in Hannah Arendt, Maurice Merleau-Ponty’s operative sensible body, and of childhood and narrative in Walter Benjamin support narratives produced from a phenomenological standpoint of cognitive intentionality from which emerged four pedagogical obstacles rooted, therefore made invisible, in the arrival to the Fundamental Education. The first pedagogical obstacle it’s the notion of welcoming children as preparation towards the future; the second it’s the understanding of the action of drawing as a pedagogical product; the third emerges from the adults’ exemption on the idea that children only begin in this arrival, and last, the fourth pedagogical obstacle points toward the adults’ narratives’ durability in forging permanencies in children’s lives. The dissertation’s final thoughts problematize the hegemony of alphabetization as the only relevant pedagogical action during children’s arrival to the Fundamental Education claiming other possibilities to children and teachers to live world experience and to learn to think and expand existential experiences beyond reading and writing.