“CORPOBRINCAR” com as crianças do Igapó-açu, Amazonas: pistas metodológicas para escutas das infâncias

Abstract

This interdisciplinary research describes an experience with children living in the community of Igapó-Açu, located in the south of the State of Amazonas. The research took place with children students from the 3rd to the 9th year of the Municipal School of Early Childhood and Elementary Education Igapó-Açu, in the year 2021, in contexts inside and outside the school. The investigation started with the objective of outlining children's notions and productions of corporality during play, with the aim of producing contributions to the school where they study, in terms of their children's forms of understanding and production of knowledge. Betting on playing as the locus of primacy in the generation of senses and meanings by human beings, and based on the concept of playing as a way of knowing oneself, others and the world, this research is based on the field of Childhood Studies, on vivid experiences and in masters of popular culture. Playing as part of the methodological path enabled developments from an investigation into a process presented as results in the tracing of this path. The research movement challenges the guarantees reinforced by rationalist and hegemonic ideals, which configure coloniality imprinted on the ways of doing science and validating knowledge as truth in contemporary times. By cutting out and showing paths that point to other ways of knowing, in the critical key of studies that regulate children and childhood as concepts in dispute, since the studies dedicated to them are, even today, supported by positivist discourses that generalize them and universalizes them in order to inferiorize them. This exposes resonances in the treatment of intellectual and colonial hegemony given the so-called minorities, such as indigenous people, black people, the elderly, women, black women, black children and all those considered outside heteronormative, patriarchal and adult-centric standards. Through theorists who propose an emphasis on dialogue between the themes of childhood and the body as a strategy for overcoming modern dichotomies, they permeate the childhood paradigm. In this sense, this research suggests a contextualized study about the way children live, understand reality and express themselves. It can contribute and guide educational actions, presenting clues for us to reflect on the different forms of knowledge production in contemporary times. The notions of corporeality in non-Westernized societies make up the theoretical framework that supports the statement that a study of children and their agencies within their cultures is essential and urgent for understanding any social organization, once children are understood as social agents and protagonists in the production of their cultures. The results of this investigation bring the opportunity to reflect on how these forms of children producing knowledge (learning, teaching, knowing, feeling, living and creating) can contribute to the teaching-learning processes in the school where they study, investing in the development of methodologies that correspond to the needs and desires of local subjects. These are methodological and epistemological clues for thinking about schools that admit a position of otherness beyond childhood, understanding childhood as closer to the experience of being a child in the world.