CHILDHOOD EDUCATION AND ITS POETICS

INVESTIGATIVE POETIC PATHS AND PROJECTS WITH BABIES AND YOUNG CHILDREN

Abstract

One of the initial functions of schools was to prepare children for working life, therefore, they commonly followed a learning process with a beginning, middle and end, with the aim of delivering a product at the end of the cycles, which sometimes was not thought of by the children. This adult-centric and market-based chronology also did not respect the time and specificity of babies and children, as it imposed the adult's vision, with its truths and reality, providing a ready-made education, through banking practice (FREIRE, 2019). In a reflective flow, we carry out a case study, in which we will report on an excerpt from the investigative project carried out with babies (1 and 2 years old) from a federal school, located in the center of the city of São Paulo. To this end, we dialogue with Salles (1998; 2017), Welfort (2003) and other authors who reflect and report experiences in Italian schools in the Reggio Emilia region, we focus on investigative poetic projects, a term we intend to coin in this article, and in creative paths in Early Childhood Education, with the following driving question: what are we doing, creating and building in early childhood schools? Furthermore, we expose our concerns and reflections on the topic. It is worth saying, however, that we do not intend to deliver conclusions to this question, but to maintain the flow of these reflections.