Experiências estéticas com a primeira infância: algumas propostas com crianças pequenas

Abstract

Becoming a teacher is a continuous task that takes shape not only during the initial formation but especially when we enter into practice, being in touch with students. It is then that it’s possible to realize and put in check our beliefs, values and conceptual, theoretical and attitudinal truths. In an autodecolonization exercise, I present in this text a few narratives from my professional life while a teacher, reflecting on them, trying to understand them as sensible learning experiences that were truly meaningful for the subjects with which I’ve had contact as a teacher. It is, therefore, about an autoethnographic exercise, because it’s a qualitative study, of ethnographical nature, that has in its reflection and autoreflection the scientific rigor. For the scientific rigor, I support myself in Larrosa (2002) with the idea of experience, as well as in Santos (2017) and Maia and Batista (2020), within the scope of autoethnography. For the reflections, the company of Egan (2007), Corsaro (2002) and Postic (1993) was fundamental for me to not feel alone. I conclude by affirming that all my life history, added to my professional experiences, constituted me as a teacher that thinks and respects childhood and looks to promote aesthetic and meaningful experiences to the children, amongst the adversities that basic education imposes.