Resumen de As crianças participam de corpo inteiro
- English
Children participate whole body in their worlds of life, making visible the embodied nature of human action. From an ethnographic research with children, from 3 to 6 years old, at doctoral level, their empirical and theoretical bases (FERREIRA, 2009, 2013;
FINGERSON, 2009; GIL, 1997; LE BRETON, 2009) of children is the basis of all their social experience, mediator of relationships, practices, discourses, appropriations of the Other and the world. This idea needs to be considered in pedagogical practices, so that we overcome the strong mechanisms of control and domination that institute and guide a normative social ordering of the ideal model of a disciplined and obedient body that marginalizes and excludes the body of the child eager to discover and discover- in its new and embryonic relationship with the world. The childrens as full-body social actors have in their incorporated action one of their ways of participating in the collective educational contexts through which they express their points of view, being essential the development of appropriate approaches to the children’s communication forms, establishing a culture of communication that starts from the position of the child, so that we can build democratic practices, established in the paradigm of listening, more specifically auscultation, involved in human communication.
Children as subjects of knowledge and producers of meaning have “voice”, are legitimate forms of communication and relationship that they use to express themselves and, in doing so, contribute to the renewal and reproduction of the contexts in which they participate when there is who are interested in hearing their voices.
- português
As crianças participam de corpo inteiro nos seus mundos de vida, visibilizando a natureza incorporada da ação humana. A partir de uma pesquisa etnográfica com crianças em nível de doutorado, sua empiria e bases teóricas (FERREIRA, 2009, 2013, FINGERSON, 2009, GIL, 1997, LE BRETON, 2009), vimos que o corpo das crianças está na base de toda sua experiência social, mediador das relações, das práticas, dos discursos, das apropriações do Outro e do mundo. Tal ideia precisa ser considerada nas práticas pedagógicas, para que vençamos os fortes mecanismos de controle e dominação que instituem e orientam um ordenamento social normativo do modelo ideal de corpo disciplinado e obediente, que marginaliza e exclui o corpo da criança ávido por descobrir e descobrir-se na sua relação novidável e embrionária com o mundo. As crianças como atores sociais de corpo inteiro têm na sua ação incorporada uma de suas formas de participar dos contextos coletivos de educação pela qual expressam seus pontos de vista.
