Reports on teaching experience in Childhood Education: reflections from the V National Symposium and II International Symposium on Childhood, Education and Critical Theory

Authors

  • Vivian Leite Pereira Montanher Universidade Estadual de Londrina - UEL https://orcid.org/0000-0001-5912-775X
  • Marcela Regina Mafra Universidade Estadual de Londrina
  • Marta Regina Furlan Universidade Estadual de Londrina

DOI:

https://doi.org/10.5433/1984-7939.2024v9n1p333

Keywords:

Reports; Teaching Experience; Child education

Abstract

This text aims to reflect on the experience reports of Early Childhood Education teachers presented at the V National Symposium and II International Symposium on Childhood, Education and Critical Theory at UEL. From the experiences lived by adults and children in a child education context, whether simple or complex, they carry meanings and knowledge that are constitutive for raising the symbolic, affective, social and cognitive level of children from months to 5 years old. Thus, the methodology is a bibliographical study and critical analysis of the teaching narratives in the form of experience reports presented at the respective event. With a view to valuing the experiences lived in the daily life of Early Childhood Education and which are provided by teachers with the objective of favoring the development of children through moments full of meanings, such as those reported and that make up this proposal.

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Author Biographies

Vivian Leite Pereira Montanher, Universidade Estadual de Londrina - UEL

Master's student in the Postgraduate Program in Education at the State University of Londrina (UEL) (2022/2023). Degree in Pedagogy from the Castelo Branco University (UCB-RJ) (2009) and in Social Work from the State University of Paraná (UNESPAR/Apucarana) (2013). Primary and Early Childhood Education teacher in the Municipality of Arapongas (PR) (since 2006).

Marcela Regina Mafra, Universidade Estadual de Londrina

Master's student in Education at the State University of Londrina (UEL - 2022). Graduated in Mathematics from the State University of Northern Paraná (UENP - Cornélio Procópio Campus - 2010), Graduated in Pedagogy from the Cultural Union College of the State of São Paulo (UCESP - 2013), Specialist in Institutional and Clinical Psychopedagogy from the Paranavaí State College of Education, Sciences and Letters (FAFIPA - 2011); Specialist in Physics for the New High School at the State University of Londrina (UEL - 2012); Specialist in Teaching for Higher Education at the Institute of Advanced Studies and Postgraduate Studies (ESAP - 2012). Teacher of Early Childhood Education in the Municipality of Cambé - PR.

Marta Regina Furlan, Universidade Estadual de Londrina

She has a degree in Pedagogy from the State University of Londrina (UEL), a post-graduate degree in Teaching Action Methodology (UEL), a Master's degree in Education from the State University of Maringá (UEM), a PhD in Education from the State University of Maringá (UEM), a Post-Doctorate in Education from the University of São Paulo Júlio de Mesquita Filho (UNESP) and a Post-Doctorate in Education from the University of the Extreme South of Santa Catarina (UNESC).

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Published

2024-03-30

How to Cite

MONTANHER, V. L. P.; MAFRA, M. R.; FURLAN, M. R. Reports on teaching experience in Childhood Education: reflections from the V National Symposium and II International Symposium on Childhood, Education and Critical Theory. Educação em Análise, Londrina, v. 9, n. 1, p. 333–349, 2024. DOI: 10.5433/1984-7939.2024v9n1p333. Disponível em: https://ojs.uel.br/revistas/uel/index.php/educanalise/article/view/48906. Acesso em: 21 may. 2024.

Issue

Vol. 9 No. 1 (2024): Dossiê: Pesquisa em filosofia da educação – especificidades

Section

Artigos

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Copyright (c) 2024 Vivian Leite Pereira Montanher, Marcela, Marta Furlan

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

The journal reserves the right to make normative, orthographic and grammatical changes in the originals, with the aim of maintaining the cultured standard of the language and the credibility of the vehicle. It will, however, respect the authors' writing style. Alterations, corrections, or suggestions of a conceptual nature will be sent to the authors when necessary. In these cases, the articles, after being adequate, should be submitted to a new appreciation.

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