Education, culture, and aesthetics in early childhood:: Amares Project, in Cologne, Germany

Detalhes bibliográficos
Autor(a) principal: Lanz, Helza Ricarte
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Conhecer (Fortaleza)
Texto Completo: https://revistas.uece.br/index.php/revistaconhecer/article/view/1178
Resumo: There are several ways of resisting and this article presents one of them. In Germany, education is not free from current offensives: a) measurability of teaching quality; b) curricular optimization and effectiveness; c) development of methods through pedagogical skills; d) use of digital media in childhood; and e) early literacy to meet market needs. In the opposite direction to these proposals, the objectives of this article are: a) to discuss the importance of cultural and aesthetic education in early childhood; and b) to show that seeking innovative paths is a way of resisting the subordination of education to economic dictates. Thus, this article presents: a) the theoretical bases on cultural and aesthetic education; b) a practical example, the Amares Project, in Cologne, Germany, which shows how cultural and aesthetic education can be put into practice in early childhood; and c) the need to create educational strategies to resist current hegemonic proposals. When we turn our attention both to the social and cultural memory sedimented over the centuries and a responsible pedagogical practice, we enable a comprehensive education for human beings. This is a resistance strategy aimed at educating happy, conscious, and responsible children for life.
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spelling Education, culture, and aesthetics in early childhood:: Amares Project, in Cologne, GermanyEducación, cultura y estética en la primera infancia:: Proyecto Amares, en Colonia, AlemaniaEducation, culture et esthétique dans la petite enfance:: Projet Amares, à Cologne, AllemagneEducação, cultura e estética na primeira infância:: Projeto Amares, em Colônia, Alemanhainfânciaeducaçãoculturaestéticaprática pedagógicachildhoodeducationcultureaestheticspedagogical practiceinfanciaeducaciónculturaestéticapráctica pedagógicaenfanceeducationcultureesthétiquepratique pédagogiqueThere are several ways of resisting and this article presents one of them. In Germany, education is not free from current offensives: a) measurability of teaching quality; b) curricular optimization and effectiveness; c) development of methods through pedagogical skills; d) use of digital media in childhood; and e) early literacy to meet market needs. In the opposite direction to these proposals, the objectives of this article are: a) to discuss the importance of cultural and aesthetic education in early childhood; and b) to show that seeking innovative paths is a way of resisting the subordination of education to economic dictates. Thus, this article presents: a) the theoretical bases on cultural and aesthetic education; b) a practical example, the Amares Project, in Cologne, Germany, which shows how cultural and aesthetic education can be put into practice in early childhood; and c) the need to create educational strategies to resist current hegemonic proposals. When we turn our attention both to the social and cultural memory sedimented over the centuries and a responsible pedagogical practice, we enable a comprehensive education for human beings. This is a resistance strategy aimed at educating happy, conscious, and responsible children for life.Hay varias formas de resistencia y este artículo presenta una de ellas. En Alemania, la educación no está libre de ofensivas de la actualidad: a) la medición de la calidad de enseñanza; b) la optimización y la eficacia curricular; c) el desarrollo de métodos por competencias pedagógicas; d) el uso de medios digitales en la infancia; y e) la alfabetización precoz para atender las demandas de mercado. En la dirección opuesta a estas propuestas, los objetivos de este artículo son: a) discutir la importancia de la educación cultural y estética en la primera infancia; y b) mostrar que buscar caminos innovadores es una forma de resistencia a la subordinación de la educación a los dictámenes económicos. Así, este artículo presenta: a) las bases teóricas sobre educación cultural y estética; b) un ejemplo práctico, el Proyecto Amares, en Colonia, Alemania, que muestra cómo la educación cultural y estética puede ponerse en práctica en la primera infancia; y c) la necesidad de la creación de estrategias educativas de resistencia a las actuales propuestas hegemónicas. Cuando dirigimos nuestra atención tanto a la memoria social y cultural sedimentada a lo largo de los siglos cuanto a una práctica pedagógica responsable, posibilitamos una formación integral del ser humano. Esto constituye una estrategia de resistencia para formar niños felices, conscientes y responsables de la vida.Il existe plusieurs formes de résistance et cet article en présente une. En Allemagne, l’éducation n’est pas exempt des offensives actuelles: a) de la mesurabilité de la qualité de l’enseignement; b) de l’optimisation et l’efficacité du programme; c) de le développement de méthodes par compétences pédagogiques; d) de l’utilisation des médias numériques dans l’enfance; et e) de l’alphabétisation précoce pour répondre aux demandes du marché. Dans le sens opposé de ces propositions, les objectifs de cet article sont les suivants: a) discuter l’importance de l’éducation culturelle et esthétique dans la petite enfance; et b) montrer que les méthodes novatrices constituent une forme de résistance à la subordination de l’éducation aux impératifs économiques. Ainsi, cet article présente: a) les bases théoriques de l’éducation culturelle et esthétique; b) un exemple concret, le Projet Amares, à Cologne, Allemagne, qui montre comment l’éducation culturelle et esthétique peut être réalisée dans la petite enfance; et c) la nécessité de créer des stratégies éducatives pour résister aux propositions hégémoniques actuelles. Lorsque nous portons notre attention à la fois sur la mémoire sociale et culturelle accumulée au fil des siècles et sur une pratique pédagogique responsable, nous permettons une formation intégrale de l’être humain. C’est une stratégie de résistance pour éduquer des enfants heureux, conscients et responsables pour la vie.Há várias formas de resistência e este artigo apresenta uma delas. Na Alemanha, a educação não está livre de ofensivas da atualidade: a) a mensurabilidade da qualidade de ensino; b) a otimização e a eficácia curricular; c) o desenvolvimento de métodos por competências pedagógicas; d) o uso de mídias digitais na infância; e e) a alfabetização precoce para atender a demandas de mercado. No sentido inverso dessas propostas, os objetivos desse artigo são: a) discutir a importância da educação cultural e estética na primeira infância; e b) mostrar que trilhar caminhos inovadores é uma forma de resistência à subordinação da educação aos ditames econômicos. Assim, este artigo apresenta: a) as bases teóricas sobre educação cultural e estética; b) um exemplo prático, o Projeto Amares, em Colônia, Alemanha, que mostra como é possível realizar a educação cultural e estética na primeira infância; e c) a conclusão aponta a necessidade da criação de estratégias educacionais de resistência às atuais propostas hegemônicas. Ao voltar nossas atenções tanto à memoria social e cultural sedimentada ao longo dos séculos quanto à prática pedagógica responsável, possibilitamos a formação integral do ser humano. Isso constitui uma estratégia de resistência para formar crianças felizes, conscientes e responsáveis para a vida.EdUECE2019-06-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistas.uece.br/index.php/revistaconhecer/article/view/117810.32335/2238-0426.2019.9.23.1178Conhecer: debate entre o público e o privado; v. 9 n. 23 (2019); 220-2402238-0426reponame:Conhecer (Fortaleza)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporenghttps://revistas.uece.br/index.php/revistaconhecer/article/view/1178/1257https://revistas.uece.br/index.php/revistaconhecer/article/view/1178/1294Copyright (c) 2019 Conhecer: debate entre o público e o privadoinfo:eu-repo/semantics/openAccessLanz, Helza Ricarte2019-08-01T17:39:09Zoai:ojs.revistas.uece.br:article/1178Revistahttps://revistas.uece.br/index.php/revistaconhecer/indexPUBhttps://revistas.uece.br/index.php/revistaconhecer/oaifhsfgm@gmail.com||revistaconhecer@uece.br2238-04262238-0426opendoar:2019-08-01T17:39:09Conhecer (Fortaleza) - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Education, culture, and aesthetics in early childhood:: Amares Project, in Cologne, Germany
Educación, cultura y estética en la primera infancia:: Proyecto Amares, en Colonia, Alemania
Education, culture et esthétique dans la petite enfance:: Projet Amares, à Cologne, Allemagne
Educação, cultura e estética na primeira infância:: Projeto Amares, em Colônia, Alemanha
title Education, culture, and aesthetics in early childhood:: Amares Project, in Cologne, Germany
spellingShingle Education, culture, and aesthetics in early childhood:: Amares Project, in Cologne, Germany
Lanz, Helza Ricarte
infância
educação
cultura
estética
prática pedagógica
childhood
education
culture
aesthetics
pedagogical practice
infancia
educación
cultura
estética
práctica pedagógica
enfance
education
culture
esthétique
pratique pédagogique
title_short Education, culture, and aesthetics in early childhood:: Amares Project, in Cologne, Germany
title_full Education, culture, and aesthetics in early childhood:: Amares Project, in Cologne, Germany
title_fullStr Education, culture, and aesthetics in early childhood:: Amares Project, in Cologne, Germany
title_full_unstemmed Education, culture, and aesthetics in early childhood:: Amares Project, in Cologne, Germany
title_sort Education, culture, and aesthetics in early childhood:: Amares Project, in Cologne, Germany
author Lanz, Helza Ricarte
author_facet Lanz, Helza Ricarte
author_role author
dc.contributor.author.fl_str_mv Lanz, Helza Ricarte
dc.subject.por.fl_str_mv infância
educação
cultura
estética
prática pedagógica
childhood
education
culture
aesthetics
pedagogical practice
infancia
educación
cultura
estética
práctica pedagógica
enfance
education
culture
esthétique
pratique pédagogique
topic infância
educação
cultura
estética
prática pedagógica
childhood
education
culture
aesthetics
pedagogical practice
infancia
educación
cultura
estética
práctica pedagógica
enfance
education
culture
esthétique
pratique pédagogique
description There are several ways of resisting and this article presents one of them. In Germany, education is not free from current offensives: a) measurability of teaching quality; b) curricular optimization and effectiveness; c) development of methods through pedagogical skills; d) use of digital media in childhood; and e) early literacy to meet market needs. In the opposite direction to these proposals, the objectives of this article are: a) to discuss the importance of cultural and aesthetic education in early childhood; and b) to show that seeking innovative paths is a way of resisting the subordination of education to economic dictates. Thus, this article presents: a) the theoretical bases on cultural and aesthetic education; b) a practical example, the Amares Project, in Cologne, Germany, which shows how cultural and aesthetic education can be put into practice in early childhood; and c) the need to create educational strategies to resist current hegemonic proposals. When we turn our attention both to the social and cultural memory sedimented over the centuries and a responsible pedagogical practice, we enable a comprehensive education for human beings. This is a resistance strategy aimed at educating happy, conscious, and responsible children for life.
publishDate 2019
dc.date.none.fl_str_mv 2019-06-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uece.br/index.php/revistaconhecer/article/view/1178
10.32335/2238-0426.2019.9.23.1178
url https://revistas.uece.br/index.php/revistaconhecer/article/view/1178
identifier_str_mv 10.32335/2238-0426.2019.9.23.1178
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/revistaconhecer/article/view/1178/1257
https://revistas.uece.br/index.php/revistaconhecer/article/view/1178/1294
dc.rights.driver.fl_str_mv Copyright (c) 2019 Conhecer: debate entre o público e o privado
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Conhecer: debate entre o público e o privado
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv EdUECE
publisher.none.fl_str_mv EdUECE
dc.source.none.fl_str_mv Conhecer: debate entre o público e o privado; v. 9 n. 23 (2019); 220-240
2238-0426
reponame:Conhecer (Fortaleza)
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Conhecer (Fortaleza)
collection Conhecer (Fortaleza)
repository.name.fl_str_mv Conhecer (Fortaleza) - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv fhsfgm@gmail.com||revistaconhecer@uece.br
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