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Abstract(s)
This article aims to reflect on the importance of participatory contexts in the education of children. Firstly, the origin and the grounds of participatory peda- gogies are discussed, evidencing the contributions that emerged from the con- structivist and social constructivist theories and the contextual perspectives, in the ecological or sociocultural scope. These pedagogies are also transmit- ted by approaches that are concerned with the rights of children, considering their agencyin the learning process. Secondly, supported by some curricular approaches such as the HighScope model and Pedagogy-in-Participation, the characteristics of these contexts, in order to respect children and professionals, thus enhancing their personal and social development, will be discussed. The idea of participation as a right, which is assumed in this reflection, recognizes as necessary the intentionality of a praxis that values not only the child's agency, but also that of the adults who work with her, recognizing the importance of (i) building interactive environments, where dialogue, questioning, negotiati- on and support are the bases of adult-child interactions; and (ii) collaborative environments, which involve parents, families and the community in the deve- lopment of a democratic, inclusive and respectful of diversity education.
Description
Keywords
Participatory Contexts Early childhood education Pedagogical Intentionality Enabling environments
Citation
Mesquita, Cristina (2018). Participatory contexts: the voice of the child and pedagogical intentionality. In Luís Castanheira; T Devjak (Eds.) Answers and innovations in pre-school education in Portugal and Slovenia. Bragança: Instituto Politécnico. p. 149-162. ISBN 978-972-745-239-2
Publisher
Instituto Politécnico de Bragança