Investigação pós-qualitativa como pesquisa-ativista-praticante na Educação Infantil
DOI:
https://doi.org/10.15448/1981-2582.2024.1.45657Palavras-chave:
investigação pós-qualitativa, bush kinder, pesquisa-ativista-praticante, Educação InfantilResumo
Neste artigo, compartilho um pouco sobre conhecimentos situados de uma investigação pós-qualitativa que ativou abordagens críticas, novas abordagens materialistas e pós-fundacionais para a pesquisa educacional em Estudos da Primeira Infância. Processos de pesquisa pós-qualitativa, incluindo pensar com teoria e escrever como método, são ativados para (re)narrar momentos de encontro cotidianos de encontro com um Bush Kindergarten nas terras não cedidas do Wurundjeri WoiWurrung em Naarm (Melbourne), Austrália. Deixo visível como a pesquisa-ativista-praticante pode oferecer pequenas narrativas de pesquisa alternativas que perturbam e problematizam formas de conhecimento tomadas como garantidas na Educação Infantil. Este artigo pode ser útil para aqueles que desejam explorar metodologias que contrariam discursos deficitários (Iorio & Yelland, 2021) e rompem com as normas antropocêntricas e capacitistas na Educação Infantil.
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