Phenomenology in the research of the pedagogical practice of early childhood education
In this work, we reflect about the contributions of Phenomenology to research into pedagogical practices in Early Childhood Education, considering it as the epistemological paradigm that thinks the education as na exclusively human process that must be considered in its entirely. Through bibliograph...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Filosofia e Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8673924 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/rfe/article/view/8673924 |
| Access Level: | acceso abierto |
| Palabra clave: | Fenomenologia Práticas pedagógicas Educação infantil Phenomenology Pedagogical practices Child education |
| Sumario: | In this work, we reflect about the contributions of Phenomenology to research into pedagogical practices in Early Childhood Education, considering it as the epistemological paradigm that thinks the education as na exclusively human process that must be considered in its entirely. Through bibliographical research, we highlighted the essential elements of phenomenology and how they enable an investigative pespective in the field of early childhood education. Husserl (2006), Merleau-Ponty (2011), Bicudo (1999, 2020) support the epistemological discussion and Guimarães (2011) heps to undestand the pedagogical action in the Early Childhood Education. |
|---|