Temperenciar: experiências com os tempos da infância
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Date
2024
Authors
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Munhoz, Angélica Vier
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Silva, Jacqueline Silva da
Costa, Cristiano Bedin Da
Horn, Cláudia Inês
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Abstract
Um segundo. Um minuto. Uma hora. Palavras que fazem parte do cotidiano dos seres humanos na contemporaneidade. Um tempo que dita onde devemos estar, onde estaremos e até mesmo o que faremos. Ao falar sobre os Tempos da Infância, penso nas rupturas que esse tempo é capaz de produzir, nos tempos metrados e cronometrados. Através dessas rupturas, acontecem as vivências e as experiências das crianças. Essa dissertação busca articular uma relação entre um tempo demorado e atento à riqueza das experiências das crianças, nas Escolas de Educação Infantil. Para discorrer sobre esse tempo, a escrita baseia-se em autores como Bergson (2022) e Kohan (2005; 2020), entre outros. Um envelope, uma folha envelhecida e uma caneta são utilizadas para trocar correspondências com um grupo de professoras de uma escola de Educação Infantil do norte do estado do Rio Grande do Sul. A temática de cada uma das cartas enviadas e recebidas discorrem sobre as formas de permitir a presença dos Tempos da Infância. Ao finalizar a troca de cartas com as professoras, é possível perceber que o tempo cronometrado faz parte do cotidiano das crianças e que é impossível esquecer-se dele. Entretanto, existem formas de permitir que os Tempos da Infância, esse tempo que é distinto para cada um, se faça presente na organização do espaço da sala de aula, no currículo escolar e, sobretudo, na prática diária docente. Um tempo para além dos segundos, minutos e horas, aberto a outras palavras como atento, demorado e heterogêneo. Um tempo infantil que brinca com o temperenciar no contexto escolar
A second. A minute. An hour. Words that are part of the daily life of human beings in contemporary times. A time that dictates where we should be, where we will be, and even what we will do. When talking about the Childhood Times, I think of the ruptures that this time is capable of producing, in the measured and clocked times. Through these ruptures, the children's experiences take place. This dissertation sought to articulate a relationship between a time that is slow and attentive to the richness of children's experiences in Early Childhood Education Schools. To discuss this time, the writing was based on authors such as Bergson (2022) and Kohan (2020 and 2022), among others. An envelope, an aged sheet of paper and a pen were used to exchange correspondence with a group of teachers from an early childhood education school in the north of the state of Rio Grande do Sul. The theme of each of the letters sent and received discussed the ways to allow the presence of the Childhood Times. At the end of the letters exchange with the teachers, it was possible to realize that clocked time is part of the children's daily life and that it is impossible to forget it. However, there are ways to allow the Childhood Times, this time that is different for each one, to be present in the organization of the classroom space, in the school curriculum and, above all, in the daily teaching practice. A time beyond seconds, minutes and hours, open to other words such as attentive, slow and heterogeneous. A children's time that plays with “tempiriencing” in the school context.
A second. A minute. An hour. Words that are part of the daily life of human beings in contemporary times. A time that dictates where we should be, where we will be, and even what we will do. When talking about the Childhood Times, I think of the ruptures that this time is capable of producing, in the measured and clocked times. Through these ruptures, the children's experiences take place. This dissertation sought to articulate a relationship between a time that is slow and attentive to the richness of children's experiences in Early Childhood Education Schools. To discuss this time, the writing was based on authors such as Bergson (2022) and Kohan (2020 and 2022), among others. An envelope, an aged sheet of paper and a pen were used to exchange correspondence with a group of teachers from an early childhood education school in the north of the state of Rio Grande do Sul. The theme of each of the letters sent and received discussed the ways to allow the presence of the Childhood Times. At the end of the letters exchange with the teachers, it was possible to realize that clocked time is part of the children's daily life and that it is impossible to forget it. However, there are ways to allow the Childhood Times, this time that is different for each one, to be present in the organization of the classroom space, in the school curriculum and, above all, in the daily teaching practice. A time beyond seconds, minutes and hours, open to other words such as attentive, slow and heterogeneous. A children's time that plays with “tempiriencing” in the school context.
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Keywords
Tempos da Infância; Temperenciar; Crianças; Escola; Cartas; Times of Childhood; Tempiriencing; Children; School; Letters
Citation
SARGENHESKI, Tainara Maria. Temperenciar: experiências com os Tempos da Infância. 2023. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 15 dez. 2023. Disponível em: http://hdl.handle.net/10737/4315.