NARRATIVAS DOCENTES: TESTEMUNHO DE UMA ÉTICA DO CUIDADO COM BEBÊS E CRIANÇAS BEM PEQUENAS

Abstract

The article highlights the particularities of pedagogical action based on an ethics of care, which is guided by choices based on the principles of a decolonial and macunaímic pedagogy. The study is developed based on the interpretation of narrative sources, produced by a teacher-researcher, in the context of her pedagogical practice with babies and very young children in a public school in the interior of São Paulo. When discussing teaching practice, the ethics of care is considered as a guiding concept for the study. It is noteworthy that care and training are inseparable and constitutive of the educational process. The appreciation of listening and participation of babies and very young children in pedagogical work and in the constitution of the teacher's reflective processes, considered fundamental principles, is also highlighted. The study methodology is narrativeresearch , considered not only as a way of recording the text, but also as a way of obtaining the documentary material that makes up the research corpus and as a training device. Throughout the text, excerpts from teaching narratives are presented, intentionally produced throughout the researcher's life trajectory and training, as a way of witnessing and defending an education for children aged 0 to 3 years that ensures welcoming, listening, purposeful participation through the creation of environments, times/spaces, materials that provide choices, relationships, movements, games, investigations, poetics and discoveries.