Inclusive pedagogical action in early childhood education: evidentialism as a principle

Detalhes bibliográficos
Autor(a) principal: de Souza Lima , André Luís
Data de Publicação: 2022
Outros Autores: Vasques , Carla Karoppi, Pandini-Simiano, Luciane
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zero-a-seis
Texto Completo: https://periodicos.ufsc.br/index.php/zeroseis/article/view/89923
Resumo: In the presence of children who show some kind of impasse in learning, disability or autism, early childhood education is called to reinvent its ways of doing. The presented scene, a fragment of a case, shares the work of a teacher with a boy identified as autistic.  The evidential paradigm proposes the observation of details and events that are not very evident in the daily life of day-care centers and preschools, but that are constitutive of the possibility of recognizing the multiple ways of inhabiting the school and becoming a child.
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spelling Inclusive pedagogical action in early childhood education: evidentialism as a principleAção pedagógica inclusiva na educação infantil: o indiciarismo como princípioEducação InfantilInclusãoParadigma indiciárioEarly childhood education. School inclusion. Evidential paradigm.Early childhood educationIn the presence of children who show some kind of impasse in learning, disability or autism, early childhood education is called to reinvent its ways of doing. The presented scene, a fragment of a case, shares the work of a teacher with a boy identified as autistic.  The evidential paradigm proposes the observation of details and events that are not very evident in the daily life of day-care centers and preschools, but that are constitutive of the possibility of recognizing the multiple ways of inhabiting the school and becoming a child.Ante a presença de crianças que sinalizam algum tipo de impasse na aprendizagem, deficiência ou autismo, a educação infantil é convocada a reinventar suas formas de fazer. O recorte apresentado, fragmento de uma cena compartilha o trabalho de uma professora com um menino identificado como autista. O paradigma indiciário propõe a observação de detalhes e acontecimentos pouco evidentes no cotidiano de creches e pré-escolas, mas constitutivos da possibilidade de reconhecer as múltiplas formas de habitar a instituição educativa e fazer-se criança.Universidade Federal de Santa Catarina2022-07-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/zeroseis/article/view/8992310.5007/1518-2924.2022.e89923Zero-a-Seis; v. 24 n. Especial (2022): Dossiê: Bebês e Crianças com Deficiência na Educação Infantil; 794-8101980-4512reponame:Zero-a-seisinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/zeroseis/article/view/89923/51290Copyright (c) 2022 André Luís de Souza Lima , Carla K. Vasques , Luciane Pandini Simianoinfo:eu-repo/semantics/openAccessde Souza Lima , André Luís Vasques , Carla KaroppiPandini-Simiano, Luciane2022-07-22T16:31:41Zoai:periodicos.ufsc.br:article/89923Revistahttp://www.periodicos.ufsc.br/index.php/zeroseis/indexPUBhttps://periodicos.ufsc.br/index.php/zeroseis/oaijoao.josue@ufsc.br1980-45121980-4512opendoar:2022-07-22T16:31:41Zero-a-seis - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Inclusive pedagogical action in early childhood education: evidentialism as a principle
Ação pedagógica inclusiva na educação infantil: o indiciarismo como princípio
title Inclusive pedagogical action in early childhood education: evidentialism as a principle
spellingShingle Inclusive pedagogical action in early childhood education: evidentialism as a principle
de Souza Lima , André Luís
Educação Infantil
Inclusão
Paradigma indiciário
Early childhood education. School inclusion. Evidential paradigm.
Early childhood education
title_short Inclusive pedagogical action in early childhood education: evidentialism as a principle
title_full Inclusive pedagogical action in early childhood education: evidentialism as a principle
title_fullStr Inclusive pedagogical action in early childhood education: evidentialism as a principle
title_full_unstemmed Inclusive pedagogical action in early childhood education: evidentialism as a principle
title_sort Inclusive pedagogical action in early childhood education: evidentialism as a principle
author de Souza Lima , André Luís
author_facet de Souza Lima , André Luís
Vasques , Carla Karoppi
Pandini-Simiano, Luciane
author_role author
author2 Vasques , Carla Karoppi
Pandini-Simiano, Luciane
author2_role author
author
dc.contributor.author.fl_str_mv de Souza Lima , André Luís
Vasques , Carla Karoppi
Pandini-Simiano, Luciane
dc.subject.por.fl_str_mv Educação Infantil
Inclusão
Paradigma indiciário
Early childhood education. School inclusion. Evidential paradigm.
Early childhood education
topic Educação Infantil
Inclusão
Paradigma indiciário
Early childhood education. School inclusion. Evidential paradigm.
Early childhood education
description In the presence of children who show some kind of impasse in learning, disability or autism, early childhood education is called to reinvent its ways of doing. The presented scene, a fragment of a case, shares the work of a teacher with a boy identified as autistic.  The evidential paradigm proposes the observation of details and events that are not very evident in the daily life of day-care centers and preschools, but that are constitutive of the possibility of recognizing the multiple ways of inhabiting the school and becoming a child.
publishDate 2022
dc.date.none.fl_str_mv 2022-07-22
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://periodicos.ufsc.br/index.php/zeroseis/article/view/89923
10.5007/1518-2924.2022.e89923
url https://periodicos.ufsc.br/index.php/zeroseis/article/view/89923
identifier_str_mv 10.5007/1518-2924.2022.e89923
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/zeroseis/article/view/89923/51290
dc.rights.driver.fl_str_mv Copyright (c) 2022 André Luís de Souza Lima , Carla K. Vasques , Luciane Pandini Simiano
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 André Luís de Souza Lima , Carla K. Vasques , Luciane Pandini Simiano
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Zero-a-Seis; v. 24 n. Especial (2022): Dossiê: Bebês e Crianças com Deficiência na Educação Infantil; 794-810
1980-4512
reponame:Zero-a-seis
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Zero-a-seis
collection Zero-a-seis
repository.name.fl_str_mv Zero-a-seis - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv joao.josue@ufsc.br
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