Resumo:
This field journal entry describes an ethnographic experience in early childhood education within the rural Indian context, focusing on the work of the "Anganwadi School" in Chanda, Bangaon, West Bengal, which is part of the "Integrated Child Development Services Scheme" (ICDS). Over three mornings, pedagogical activities were conducted with children and their mothers, combining narratives from Brazilian folklore, musical practices, and structured educational exercises. The ICDS program plays a crucial role in child development and community support, providing not only pre-literacy education but also nutrition and medical care for children aged zero to six. The activities highlighted the intersection of different educational perspectives, linking Brazilian post-constructivist practices with Indian community-based methodologies. Stories of two Brazilian folklore characters, Curupira and Boitatá, were used for children's phonetic learning, while Brazilian cirandas (traditional circle dances) were reinterpreted by mothers and children as part of a local ritual, creating an unexpected and positive intercultural connection. The experience reinforced the role of popular rural education in building a collective learning environment, where women play central roles in community organization and teaching.
