O encantamento de ser: um estudo sobre o acolhimento da expressão dramática de crianças e a formação de professores/as

Abstract

The present work had as main goal to investigate the dramatic expression of children as one of the elements that can build a teacher education in a playful way and welcoming differences, aimed at the accomplishment of pedagogical practices that respect all children and their multiple childhoods. Seeking to answer the question-problem “how to build a preparation of pedagogues aimed at carrying out a pedagogical work that respects and welcomes the dramatic expression of all children?”, the study process was based on the principle that the school should be a place of enchantment and not of disaffection generated by the adult-centered logic that frames and standardizes the ways of being in the world. To this end, the concepts of children's dramatic play, child and childhood were elaborated, seeking to understand how Early Childhood Education and the identity of the adult/teacher who works in this stage are configured, reflecting, simultaneously, about the difference and diversity present in the school. The research stands out as a qualitative study of a bibliographic nature with the insertion of some personal memories. As a result, the need for the school to set up an environment that must respects the particularities and multiple bodies and ways of being was recognized with regard to the dramatic action of children, showing itself as a welcoming place for all. It was verified that the initial and continuous preparation of teachers must pay attention to the dramatic play, in order to build an Early Childhood Education that welcomes and respects children's differences and cultures.