O AEE e o trabalho articulado na educação infantil: por uma escuta ao corpo e um olhar sensível às diferenças

Abstract

Starting from the assertion that the body is the axis of relation with others and the environment, considering time, space, culture, and the individuals' experiences, we defend the understanding that it is through the body that one comes to know the world, and the world is embodied in the body through its experiences and subjective relationships established by it. From this perspective, this doctoral research emerged with the objective of analyzing the dimensions of a collaborative training proposal, considering the body in the learning processes of children with/without disabilities and its implications for the practices of Special Education teachers and regular classroom teachers in Early Childhood Education. Methodologically, we anchor ourselves in the alterity and dialogical dimensions of qualitative research, through the lens of collaborative research, defending the thesis that when we consider the body as the protagonist of the educational act, we are contributing to the learning processes of children with/without disabilities (BOGDAN; BIKLEN, 1994; IBIAPINA, 2008; GASPAROTTO; MENEGASSI, 2016). Considering this, we seek the realization of formative work within the inclusive perspective, integrating the practices of the Special Education Teacher (AEE) with the regular classroom at a Municipal Center for Early Childhood Education in the city of Natal. The teacher training was grounded in the theoretical epistemology of philosopher MerleauPonty (1999), considering that the teacher needs to sensitize their pedagogical practice through paths that take into account the body in motion, in light of the phenomenology of perception. This includes considering the experience of feeling and perceiving beyond a physical and biological body, but a body that is constituted by the stories, affections, and memories built upon their learning, intertwined in a relationship of senses and meanings (NÓBREGA, 2015). Regarding the collaborative nature, we developed formative moments through an extension course, considering the ten workshops, theoretical studies, planning sessions, and the development of a work plan that could be implemented in the Specialized Educational Assistance (AEE) alongside the regular classroom, thus comprising a group of seventeen participants. In order to gather data, we utilized document analysis, interviews, and observations, as well as the reflective records in the Portfolios, which constituted Field Journals 1 and 2 (GIL, 2008; TRIVIÑOS, 2007; ARAÚJO, 2013). The data was triangulated and categorized following the frameworks of Bardin (2016) and Franco (2018), fostering the theoretical discussions that underpin the thesis. As results, we highlighted that the formative process led to changes in conceptions and the breaking of stigmas regarding the corporealities of children with/without disabilities. Reflective and critical attitudes towards practices emerged, permeating dialogue and the exchange of experiences, guided by the action-reflection of the act itself, resonating in the planning and implementation of the developed work plan, which reaffirms the thesis defended in this study. Bringing this knowledge about the body as sense and meaning was to invest in the experiences of sensitivity (MERLEAU-PONTY, 1999). These experiences provided an opportunity to bring a sensitive gaze and listening to this body, starting from early childhood, as a fundamental act for the child to establish this encounter with oneself, with others, embracing the diversity of bodies, expanding their knowledge, and constituting themselves in relationships of being and being in the world as a thinking and learning subject who, despite limitations, has potentialities. We inferred that the research aimed not only to bring forth the discussion and importance of working on this object of study but also to articulate the dimension of this body within pedagogical practices in different spaces within the school. This was anchored in collaborative and coordinated work for and with all children, providing visibility and giving voice to these bodies, contributing to their learning processes in the pursuit of building the inclusive school we aspire to.