Where images burn: for more inventive experiments and artistage in early education

Authors

DOI:

https://doi.org/10.12957/riae.2024.83832

Keywords:

image, curriculum, inventiveness, artwork, Child education

Abstract

The article records the research movement carried out in a Municipal Early Childhood Education Center (CMEI) in the city of Vitória, capital of Espírito Santo, Brazil, regarding the affects and power of images in everyday school life. It uses cartography as a methodology to monitor processes using open maps, blurring images designed for Early Childhood Education and thereby creating and affirming new images of curricula, childhood, learning and artistry, along with babies, children and teaching. The argument highlights the strength of nomadic images and artistic signs to break representation-images. The text highlights the importance of understanding images as thoughtful and relational expressions, capable of provoking powerful affects. It concludes with the opening of possibilities with an invitation to "spring of life" in Early Childhood Education, promoting playful, vibrant and intensive curricula. It proposes to be affected by images as a living power, which moves thought, encouraging us to think about Early Childhood Education as a territory of inventive experiments, far from pre-established and stereotyped standards.

Author Biographies

Fernanda Binda Alves Touret, Universidade Federal do Espírito Santo

PhD student and master's degree holder in Education from the Graduate Program in Education (PPGE/Ufes), specializing in the research line "Teaching, Curriculum, and Cultural Processes". Holds a Specialization in Early Childhood and Special Education from Universidade Cândido Mendes and a Bachelor's degree in Pedagogy from Faculdade de Tecnologia FAESA (2001). Currently works as a preschool teacher (PEB I) for the Municipal Government of Vitória. Has experience in Education, with a focus on Early Childhood Education. Conducts training sessions for teachers and professionals in Early Childhood Education for the Municipal Government of Vitória. Participates in the research group "Cartography, Childhood, Teaching, and Curriculum" (CNPQ), led by Prof. Dr. Ana Paula Patrocinio Holzmeister - Link to access this mirror: dgp.cnpq.br/dgp/espelhogrupo/9042022239947047. Also participates in the research group "Conversations with Post-Critical Theories in Curriculum and Teacher Education" at the Federal University of Espírito Santo. Member of the Evaluation Working Group - Municipal Government of Vitória/ES.

Sandra Kretli da Silva, Universidade Federal do Espírito Santo

Professor Adjunto III, vinculado ao Departamento de Teorias e Práticas de Ensino da Universidade Federal do Espírito Santo. Membro do Núcleo Docente Estruturante do CE/Ufes (2014-2015) e (2022-2023). Membro da Comissão Permanente de Avaliação das Políticas Educacionais do CE/Ufes. Professora permanente e Coordenadora Geral do Programa de Pós-Graduação em Educação (PPGE/Ufes) e Professora permanente do Programa de Pós-Graduação em Mestrado Profissional em Educação da Universidade Federal do Espírito Santo (PPGMPE/Ufes). Realizou estágio de pós-doutorado em Educação na linha de pesquisa Currículo e Culturas do Programa de Pós-Graduação em Educação e Inclusão Social, da FaE/UFMG. Doutora e mestre em Educação pela Universidade Federal do Espírito Santo (Ufes), na linha de pesquisa "Cultura, Currículo e Formação de Educadores". Graduada em Pedagogia pela Universidade Federal do Espírito Santo (Ufes). É pesquisadora do Grupo de Pesquisa cadastrado no CNPq "Com-versações com as teorias pós-críticas em currículos, culturas e formação de professores" (PPGE/Ufes), do Grupo de Estudos e Pesquisas em Currículo e Culturas (GECC), da FAE/UFMG e do ESCRE(VI)VER: Grupo de estudos e pesquisa com narrativas em educação, da UFBA. Foi vice-coordenadora do GT Currículo da Anped no biênio 2019-2020 e coordenadora do GT Currículo no biênio 2020-2021. Membro do comitê científico da Anped no biênio 2017-2018. Atualmente é membro titular do comitê científico do GT Currículo da Anped, no biênio 2022/2024. Membro atuante na nova direção da Associação Brasileira de Currículo (ABdC). Membro do AERA. Pesquisador Capixaba (FAPES).

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Published

2024-12-17

How to Cite

BINDA ALVES TOURET, Fernanda; KRETLI DA SILVA, Sandra. Where images burn: for more inventive experiments and artistage in early education. Revista Interinstitucional Artes de Educar, [S. l.], v. 10, n. 3, p. 197–217, 2024. DOI: 10.12957/riae.2024.83832. Disponível em: https://www.e-publicacoes.uerj.br/riae/article/view/83832. Acesso em: 27 jul. 2025.

Issue

Vol. 10 No. 3 (2024): Setembro/Dezembro - Pensamento Poético: Epistemologias, Metodologias e Narrativas Artísticas na Pesquisa e no Ensino

Section

DOSSIÊ: PENSAMENTO POÉTICO: EPISTEMOLOGIAS, METODOLOGIAS E NARRATIVAS ARTÍSTICAS NA PESQUISA E NO ENSINO

License

Copyright (c) 2024 Fernanda Binda Alves Touret, Sandra Kretli da Silva

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