Pub Date : 2020-12-30DOI: 10.22476/REVCTED.V6.ID391
Mateus José dos Santos, C. Pereira
This study intend to investigate the perceptions of students of the specialization course in teaching of basic education at Federal Institute of Minas Gerais - Arcos Advanced Campus. The students answered a semi-open questionnaire, which was sent by e-mail, about their professional and personal trajectory and the contributions of this trajectory to docent learning. The data were analyzed qualitatively from the perspective of the Content Analysis by Bardin. After the analysis, it was observed that both types of students - with degree in education and without degree in education - listed contributions of specialization course for their personal, academic and professional formation. Also, they told about several challenges in teacher's education and the importance of continuing education for the building of a pedagogical practice increasingly fair and democratic that look the student's education needs.
{"title":"A APRENDIZAGEM DA DOCÊNCIA EM UMA ESPECIALIZAÇÃO LATO SENSU","authors":"Mateus José dos Santos, C. Pereira","doi":"10.22476/REVCTED.V6.ID391","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID391","url":null,"abstract":"This study intend to investigate the perceptions of students of the specialization course in teaching of basic education at Federal Institute of Minas Gerais - Arcos Advanced Campus. The students answered a semi-open questionnaire, which was sent by e-mail, about their professional and personal trajectory and the contributions of this trajectory to docent learning. The data were analyzed qualitatively from the perspective of the Content Analysis by Bardin. After the analysis, it was observed that both types of students - with degree in education and without degree in education - listed contributions of specialization course for their personal, academic and professional formation. Also, they told about several challenges in teacher's education and the importance of continuing education for the building of a pedagogical practice increasingly fair and democratic that look the student's education needs.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"32 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113936147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-30DOI: 10.22476/REVCTED.V6.ID480
Ana Amélia Corrêa Maia, Tércio Valim Ormonde, Leandro Limoni de Campos Fonseca, Cristina Maria D' Antona Bachert
The two (auto)biographical narratives describe the experiences in Educational Psychology internship carried out during the Covid-19 pandemic. The research focused on figure out the impact of this situation on the performance of practical activities, considering what is provided in curricular guidelines of the Psychology course. The textual analysis of our narratives showed, as a result, congruences related to the development of competencies described in the DCNs. The (auto) biographical method supported the construction of a striking personal sense that favored the appropriation of theoretical and practical concepts used during our Academic education.
{"title":"ESTÁGIO EM PSICOLOGIA ESCOLAR DURANTE A PANDEMIA COVID-19: NARRATIVAS (AUTO)BIOGRÁFICAS","authors":"Ana Amélia Corrêa Maia, Tércio Valim Ormonde, Leandro Limoni de Campos Fonseca, Cristina Maria D' Antona Bachert","doi":"10.22476/REVCTED.V6.ID480","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID480","url":null,"abstract":"The two (auto)biographical narratives describe the experiences in Educational Psychology internship carried out during the Covid-19 pandemic. The research focused on figure out the impact of this situation on the performance of practical activities, considering what is provided in curricular guidelines of the Psychology course. The textual analysis of our narratives showed, as a result, congruences related to the development of competencies described in the DCNs. The (auto) biographical method supported the construction of a striking personal sense that favored the appropriation of theoretical and practical concepts used during our Academic education.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124000713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-30DOI: 10.22476/REVCTED.V6.ID428
C. C. Receputi, T. M. Pereira, Daisy de Brito Rezende
Experimental activities play a particular role in the teaching and learning of the natural sciences.Several studies focused on this topic to establish its specificities, objectives and implications. Thisarticle aims to present the results of a bibliographic review on the conception of students andteachers about experimental activities in Science teaching and learning. For this purpose, we carriedout a preliminary and non-systematic mapping on the subject in the Google Scholar bibliographicdatabase. The publications were analyzed using assumptions from Content Analysis. The analysisof the publications led to the following results: i) the conceptions about the characteristics ofscience are often naive, referring to idealistic or empirical visions about scientific activity,notwithstanding the age group or level of education of the subjects; ii) although students andteachers show common points regarding the characteristics of science, the subjects' conceptionstend to become more comprehensive along their formative path; iii) and, finally, although theresults reported in the literature are not consensual, some studies indicate that the strategies andactions developed by teachers reflect their epistemological conceptions concerning science. Resultsobtained reveal that students' and teachers' conceptions about the role of experimentation in scienceinfluence the planning and execution of the didactic sequence in which the experiment is inserted.These results allow stating that this review article can contribute to the deepening of the reflectionon important aspects inherent to the insertion of experimental activities in science teaching andlearning process.
{"title":"EXPERIMENTAÇÃO NO ENSINO DE CIÊNCIAS: RELAÇÃO ENTRE CONCEPÇÕES DE ESTUDANTES E PROFESSORES SOBRE CIÊNCIAS E ATIVIDADES EXPERIMENTAIS","authors":"C. C. Receputi, T. M. Pereira, Daisy de Brito Rezende","doi":"10.22476/REVCTED.V6.ID428","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID428","url":null,"abstract":"Experimental activities play a particular role in the teaching and learning of the natural sciences.Several studies focused on this topic to establish its specificities, objectives and implications. Thisarticle aims to present the results of a bibliographic review on the conception of students andteachers about experimental activities in Science teaching and learning. For this purpose, we carriedout a preliminary and non-systematic mapping on the subject in the Google Scholar bibliographicdatabase. The publications were analyzed using assumptions from Content Analysis. The analysisof the publications led to the following results: i) the conceptions about the characteristics ofscience are often naive, referring to idealistic or empirical visions about scientific activity,notwithstanding the age group or level of education of the subjects; ii) although students andteachers show common points regarding the characteristics of science, the subjects' conceptionstend to become more comprehensive along their formative path; iii) and, finally, although theresults reported in the literature are not consensual, some studies indicate that the strategies andactions developed by teachers reflect their epistemological conceptions concerning science. Resultsobtained reveal that students' and teachers' conceptions about the role of experimentation in scienceinfluence the planning and execution of the didactic sequence in which the experiment is inserted.These results allow stating that this review article can contribute to the deepening of the reflectionon important aspects inherent to the insertion of experimental activities in science teaching andlearning process.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127843660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-29DOI: 10.22476/REVCTED.V6.ID483
Paulo Roberto Souza Junior
National curriculum guidelines in Brazilian higher education replaced the minimum curricula, instituted in times of military rule. The guidelines, unlike the minimum curricula, aim to guide institutions in the construction of pedagogical projects without, however, subtracting from the institutions their autonomy to decide what to teach, how and when. The guidelines establish purposes: set of skills and competencies desired for graduates of each of the courses. That said, this study, of a qualitative, documentary nature, proposed to (i) inventory and draw a chronological line of all courses that approved its curricular guidelines and, therefore, broke with the minimum curricula and (ii) analyze the guidelines national curricula of nine courses that, in the period from 2001 to 2020, have already approved a second edition of national curriculum guidelines. Results point to significant advances in the process of overcoming the minimum curriculum model, based on content, to that of guidelines, based on competences. However, at the same time, as a typical historical process it is, there are still recalcitrant elements in this process, once the model of competences, far beyond being a mere pedagogical artifact, it is a new educational paradigm.
{"title":"DIRETRIZES CURRICULARES NACIONAIS PARA O ENSINO SUPERIOR: A LÓGICA DAS COMPETÊNCIAS EM FOCO","authors":"Paulo Roberto Souza Junior","doi":"10.22476/REVCTED.V6.ID483","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID483","url":null,"abstract":"National curriculum guidelines in Brazilian higher education replaced the minimum curricula, instituted in times of military rule. The guidelines, unlike the minimum curricula, aim to guide institutions in the construction of pedagogical projects without, however, subtracting from the institutions their autonomy to decide what to teach, how and when. The guidelines establish purposes: set of skills and competencies desired for graduates of each of the courses. That said, this study, of a qualitative, documentary nature, proposed to (i) inventory and draw a chronological line of all courses that approved its curricular guidelines and, therefore, broke with the minimum curricula and (ii) analyze the guidelines national curricula of nine courses that, in the period from 2001 to 2020, have already approved a second edition of national curriculum guidelines. Results point to significant advances in the process of overcoming the minimum curriculum model, based on content, to that of guidelines, based on competences. However, at the same time, as a typical historical process it is, there are still recalcitrant elements in this process, once the model of competences, far beyond being a mere pedagogical artifact, it is a new educational paradigm.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123411573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-29DOI: 10.22476/REVCTED.V6.ID485
J. Barbosa, Camila Silva
This text aims to present the formative roaming of a beginner researcher, from the work entitled “Meaning of life, multi-referentiality and training curriculum: experience with high school youth in a public school in Mossoro-RN”, requirement for the completion of the Master in Education, Graduate Program of the State University of Rio Grande do Norte (UERN). The research was structured based on the following objectives: know the perspective of the third year high school student to make sense of the education received, observe the challenges and obstacles found in this elaboration and identify future expectations after the end of the studied course. The work sought to reflect in actions a formation process that considers existential issues from the perspective of a plural view, understanding the complexity of the lived and the meaning. In this way, it is expected to contribute to education with the most specific aspects of the human condition, which is the possibility of seeking and giving meaning to it's own existence.
{"title":"O TORNAR-SE PESQUISADOR EM EDUCAÇÃO","authors":"J. Barbosa, Camila Silva","doi":"10.22476/REVCTED.V6.ID485","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID485","url":null,"abstract":"This text aims to present the formative roaming of a beginner researcher, from the work entitled “Meaning of life, multi-referentiality and training curriculum: experience with high school youth in a public school in Mossoro-RN”, requirement for the completion of the Master in Education, Graduate Program of the State University of Rio Grande do Norte (UERN). The research was structured based on the following objectives: know the perspective of the third year high school student to make sense of the education received, observe the challenges and obstacles found in this elaboration and identify future expectations after the end of the studied course. The work sought to reflect in actions a formation process that considers existential issues from the perspective of a plural view, understanding the complexity of the lived and the meaning. In this way, it is expected to contribute to education with the most specific aspects of the human condition, which is the possibility of seeking and giving meaning to it's own existence.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"135 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123444564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-28DOI: 10.22476/REVCTED.V6.ID484
D. Tinti, M. A. D. Silva
The objective of this article is to identify teaching learning that were mobilized by the development of projects from partnerships between university and school. Therefore, a qualitative meta-synthesis was conducted based on the analysis of ten final reports prepared by PIBID grantees from a private educational institution that promoted, with their own resources, such projects. The analysis is based on the perspective of Situated Learning Theory, which indicates that all activity (including learning) is situated in the relationships between people, contexts and practices. The analysis of the reports had enabled the characterization of learning, through three categories: teaching strategies/methodologies, didactic resources and classroom management. The data indicate that those projects enabled immersion in the school context, reflection, planning, implementation and evaluation of pedagogical intervention proposals. We conclude by emphasizing about the importance of projects that conceive school as a privileged locus of teacher education and it points out the consolidation of partnerships between universities and schools as possible paths for understanding and expanding the debate on issues involving Theory and Practice in Teacher Education.
{"title":"APRENDIZAGENS DOCENTES MOBILIZADAS EM PROJETOS DESENVOLVIDOS NA RELAÇÃO UNIVERSIDADE E ESCOLA","authors":"D. Tinti, M. A. D. Silva","doi":"10.22476/REVCTED.V6.ID484","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID484","url":null,"abstract":"The objective of this article is to identify teaching learning that were mobilized by the development of projects from partnerships between university and school. Therefore, a qualitative meta-synthesis was conducted based on the analysis of ten final reports prepared by PIBID grantees from a private educational institution that promoted, with their own resources, such projects. The analysis is based on the perspective of Situated Learning Theory, which indicates that all activity (including learning) is situated in the relationships between people, contexts and practices. The analysis of the reports had enabled the characterization of learning, through three categories: teaching strategies/methodologies, didactic resources and classroom management. The data indicate that those projects enabled immersion in the school context, reflection, planning, implementation and evaluation of pedagogical intervention proposals. We conclude by emphasizing about the importance of projects that conceive school as a privileged locus of teacher education and it points out the consolidation of partnerships between universities and schools as possible paths for understanding and expanding the debate on issues involving Theory and Practice in Teacher Education.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126656271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-03DOI: 10.22476/REVCTED.V6.ID446
R. Santos, R. Duarte
From what professional spaces do social workers who teach in higher education in the area recognize the speeches that (con) form yours self teacher identities come from? The answers to this question, obtained in an empirical research carried out with social workers professors at higher education in two units of the University of the State of Minas Gerais are admitted, in this text, as a motif for the development of an argument built from the theorizations inspired by the conceptual shifts proposed by the French philosopher Michel Foucault. In this context, the statements obtained in the aforementioned study corroborate with the argument that the teacher identities are a confluence of discourses arising from a mosaic of spaces, some of which without having, initially, the intention to contribute to the teacher education of the bachelor who assumes the post of professor of higher education.
{"title":"UM MODO DE LER A CONSTRUÇÃO DA CONDIÇÃO DOCENTE DE PROFISSIONAIS BACHARÉIS QUE LECIONAM NO ENSINO SUPERIOR","authors":"R. Santos, R. Duarte","doi":"10.22476/REVCTED.V6.ID446","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID446","url":null,"abstract":"From what professional spaces do social workers who teach in higher education in the area recognize the speeches that (con) form yours self teacher identities come from? The answers to this question, obtained in an empirical research carried out with social workers professors at higher education in two units of the University of the State of Minas Gerais are admitted, in this text, as a motif for the development of an argument built from the theorizations inspired by the conceptual shifts proposed by the French philosopher Michel Foucault. In this context, the statements obtained in the aforementioned study corroborate with the argument that the teacher identities are a confluence of discourses arising from a mosaic of spaces, some of which without having, initially, the intention to contribute to the teacher education of the bachelor who assumes the post of professor of higher education.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115421059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-03DOI: 10.22476/REVCTED.V6.ID447
Mizzaely Lacerda
The purpose of this article is to analyze the main mistakes, particularities and challenges that involve professional training in Social Work in contemporary times. Based on a bibliographic review, we identified that the context of advancing the commercialization of higher education in Brazilian society ends up imposing new perspectives on training and new teaching methodologies, marked by the enhancement of the technical-operative dimension and the role of students in training, as well as the devaluation of the theoretical-methodological dimension and the role of the teacher in the teaching-learning process. Currently, they can be seen in the so-called active methodologies, which integrate the “learn to learn” pedagogies.
{"title":"APONTAMENTOS ANALÍTICOS SOBRE A FORMAÇÃO PROFISSIONAL EM SERVIÇO SOCIAL","authors":"Mizzaely Lacerda","doi":"10.22476/REVCTED.V6.ID447","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID447","url":null,"abstract":"The purpose of this article is to analyze the main mistakes, particularities and challenges that involve professional training in Social Work in contemporary times. Based on a bibliographic review, we identified that the context of advancing the commercialization of higher education in Brazilian society ends up imposing new perspectives on training and new teaching methodologies, marked by the enhancement of the technical-operative dimension and the role of students in training, as well as the devaluation of the theoretical-methodological dimension and the role of the teacher in the teaching-learning process. Currently, they can be seen in the so-called active methodologies, which integrate the “learn to learn” pedagogies.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122542016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-03DOI: 10.22476/REVCTED.V6.ID448
Marta Rosani Taras Vaz
This text aims to present three theoretical perspectives that can contribute to the analysis of educational policies, contributing to this field of investigation. These are the intellectuals Antonio Gramsci, Pierre Bourdieu and Istvan Meszaros, in their texts, respectively, Notebook 11 of Cadernos de Carcere Vol. 1, Course of February 7, 1991 (About the State) and The necessary reconstruction of historical dialectics. We understand that these authors, in the texts analyzed specifically, have divergences and convergences, in addition to making important contributions to the area of education.
{"title":"CONTRIBUIÇÕES TEÓRICAS PARA A ANÁLISE DAS POLÍTICAS EDUCACIONAIS: GRAMSCI, BOURDIEU E MÉSZÁROS","authors":"Marta Rosani Taras Vaz","doi":"10.22476/REVCTED.V6.ID448","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID448","url":null,"abstract":"This text aims to present three theoretical perspectives that can contribute to the analysis of educational policies, contributing to this field of investigation. These are the intellectuals Antonio Gramsci, Pierre Bourdieu and Istvan Meszaros, in their texts, respectively, Notebook 11 of Cadernos de Carcere Vol. 1, Course of February 7, 1991 (About the State) and The necessary reconstruction of historical dialectics. We understand that these authors, in the texts analyzed specifically, have divergences and convergences, in addition to making important contributions to the area of education.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116392939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-03DOI: 10.22476/REVCTED.V6.ID442
Fabiana de Oliveira
The present article sought to present some theoretical and methodological tendencies of the field opened by the New Social Studies of Childhood and that can contribute to think about teaching in early childhood education. It is a qualitative-bibliographic research that was based on scholars who approach and / or identify with the propositions of Child Sociology and who develop research with children. It is a theoretical and methodological perspective that helps us review how historically the generational group made up of children has been viewed. The child is a social actor with the right to be heard and to participate in processes that directly affect him or her, such as the education offered to them. From these contributions we understand that in the daily life of early childhood education we can also use various ways to consider children and their childhood cultures, to understand them and to register the manifestations they present about the adult world, mainly through play. Research with children shows us that the proposition of activities that are not exclusively based on the use of oral and written language, but which use the arts can be characterized as an alternative means allowing children to express their ideas and opinions through the use of multiple languages.
{"title":"A CONTRIBUIÇÃO DAS PESQUISAS COM CRIANÇAS: ASPECTOS PARA A DOCÊNCIA NA EDUCAÇÃO INFANTIL","authors":"Fabiana de Oliveira","doi":"10.22476/REVCTED.V6.ID442","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID442","url":null,"abstract":"The present article sought to present some theoretical and methodological tendencies of the field opened by the New Social Studies of Childhood and that can contribute to think about teaching in early childhood education. It is a qualitative-bibliographic research that was based on scholars who approach and / or identify with the propositions of Child Sociology and who develop research with children. It is a theoretical and methodological perspective that helps us review how historically the generational group made up of children has been viewed. The child is a social actor with the right to be heard and to participate in processes that directly affect him or her, such as the education offered to them. From these contributions we understand that in the daily life of early childhood education we can also use various ways to consider children and their childhood cultures, to understand them and to register the manifestations they present about the adult world, mainly through play. Research with children shows us that the proposition of activities that are not exclusively based on the use of oral and written language, but which use the arts can be characterized as an alternative means allowing children to express their ideas and opinions through the use of multiple languages.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130427257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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