As repercussões do Grupo Movimento Pensante na construção do “ser educadora” da educação infantil

Abstract

This dissertation focuses on humanizing the teaching and teacher training in Early Childhood Education (ECE) through collective, collaborative, and cooperative engagement promoted by the “Thinking Movement Group”, an itinerant and autonomous group of educators who search for elements to humanize themselves, and assume that their own experiences can become the path for learning communities. Therefore, the main purpose of this research is to investigate the impact of the said group in the process of constructing teaching and possibly an ECE teacher training. Its specific purposes are: understanding how these educators perceive this group: its origins, expectations to carry on, and impacts on teaching and ECE training; becoming familiar with its challenges and possibilities from the educators’ viewpoint, as well as identifying, still from their angle, the contributions regarding other experiences in ECE training. In this light, an empirical study was carried out, with a qualitative approach (TRIVIÑOS, 1987) on the teaching foundations by Alves (1980), Tardif & Lessard (2009), and Arroyo (2000); on teacher training by Nóvoa (1992/1995/ 2009), Veiga-Neto(2003), and Saviani (1991); on humanizing Early Childhood Education, by (2006), Freire (1987), and Boff (1999); on Educational Movements, by Barrera (2016), Singer (2015), Gohn (2005), and Wenger (2010). The data and information were obtained through semi-structured interviews with twelve educators, participating in the Thinking Movement Group between 2016/1 and 2018/2, as well as written, photographic, and video records kept by the group members, which became their journals (PINHEIRO & GUNTHER, 2008). Analysis was performed through Bardin’s (2016) content analysis technique. This investigation concluded that the Thinking Movement Group gave birth to novel ways of understanding ECE teaching and teacher training. Furthermore, it points to the relevance of an authentic teaching built from a collective, collaborative, and cooperative experience, as well as to the rescuing of “Being an Educator” based on propositions that contain humanizing elements such as experience, sensitivity, and reflection. By valuing these elements, these educators reflect upon teaching and highlight the need to humanize the venues they occupy. Due to the complexity of this theme, this study should be seen as a starting point for new understanding possibilities to, subsequently, constantly reinforce the relevance of propositions engaged with humanizing Early Childhood Education.