SELF(TRANS)FORMATIVE DIALOGUES WITH MULTI-AGE CLASS TEACHERS IN CHILDREN EDUCATION: THE FREIREAN PREVAILING WORK AND THE CHALLENGES TO INITIAL TRAINING
DOI:
https://doi.org/10.5216/ia.v46ied.especial.68512Abstract
This article presents some of the research results carried out with teachers of multi-age classes in an Early Childhood Education Unit, which had the objective of investigating the possible self(trans)formative processes, caused by sensitive listening and sharp looking on children in these classes, and the challenges posed to teachers’ initial training. The methodological path, guided by Research-self(trans)formation, was carried out from Pedagogical Letters and Investigative-self(trans)formative Dialog Circles carried out with eleven teachers who worked in these classes. The results show the importance of critical reflection on and about the practice and the need for (with)experiences in sensitive listening and sharp looking to children, since the initial training, is the basic principle of a humanizing praxis.
KEYWORDS: Self(trans)formation with Teachers. Child Education. Sensitive Listening and Sharp Looking. Critical Reflection on and about Practice.
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