Ecoformação de professoras no território do brincar: saberes tecidos com as infâncias de uma escola de educação infantil no município de Domingos Martins/ES

Abstract

The present study aims to carry out and problematize ecoformative pedagogical practices in the daily life of a Preschool in the municipality of Domingos Martins, ES, weaving educational networks with the participants who inhabit this educational institution. The specific objectives are: a) to engage teachers in pedagogical practices that dialogue with the ecological perspective of education in the space-time of training, composing images and narratives in the daily life of early childhood education; b) to enable the collaborative and dialogical creation of playful and ecological pedagogical practices in the space-time of early childhood education; c) to create an educational product that will constitute a photo album composed of photographs, narratives, memories, and affections of the children, teachers, researcher, and other participants. In this study, we engage with methodological approaches of cartographic research, narrative research, and studies on daily school life. To accompany the processes, we conducted documentary research on education and environmental education in the context of Domingos Martins, ES, establishing networks of conversations, photographs, and ecological pedagogical workshops with teachers and students. Our theoretical assumptions align with the Freirean perspective of education, where teaching cannot be limited to the transfer of content, and where the reading of words and the reading of the world are inseparable from the political understanding of reality, research, and the curiosity that is intertwined with childhood. We created an album as the educational product of the research, seeking to establish dialogues that become a place for rescuing memories, a place of never-ending stories, always open to other photographs, narratives, memories, and affections from the Preschool. Through this study, it was possible for the research participants to experience playful, dialogical, supportive, and ecological pedagogical practices that aim to respect the biophilic condition of human beings and the rights of children as beings intertwined with the natural environment.