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Advisor(s)
Abstract(s)
Democracy is at the core of the beliefs, values and principles of
Pedagogy-in-Participation, the pedagogical perspective of the Childhood
Association1 which is based in Portugal. Thus, it is proposed that early
childhood education centres should be organised for democracy to constitute,
simultaneously, an end and a mean, i.e. to constitute a presence, either at the
level of central educational aims and in the realm of daily life of all actors. This
article analyses the topic of early diversity education, considering intervention
and research that has been developed by the Childhood Association concerning
education and care for children from birth to 3-years-old. The authors aim to
identify the main characteristics of this pedagogical approach that are most
effective in the promotion of respect for diversity, the characteristics of the
context-based teacher education approach that sustain the childhood pedagogical
approach and the characteristics of the transformative interventions that were
carried out within a cooperative praxiological research approach. A qualitative
multi-context case study aiming at researching programme development and
outcomes was conducted. The analyses carried out points to the important role of
context-based teacher education processes and, within these, the central role of
pedagogical dimensions (pedagogical spaces, materials, time, adult–child
interactions, observation and planning), of families, nature and culture as
mediators in the emergence of sensitivity and respect for all forms of difference.
The article also presents some lessons that can support educational intervention,
invoking the ideas of Paulo Freire for a deeper understanding of those processes.
Description
Keywords
Pedagogy-in-participation Diversity Context based teacher education Pedagogical dimensions