Zobrazeno 1 - 3
of 3
pro vyhledávání: '"da Silva, Adriana Alves"'
Publikováno v:
Zero-a-Seis; v. 23 n. 43 (2021): Dossiê: Migrações Internacionais e Infâncias; 444-470
Zero-a-seis
Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
Zero-a-seis
Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
The article presents a critical reflection around the theme of international migrations and childhoods, intertwining problematizations with the dimensions of genders, class relations, construction of races, in an intersectional perspective of the cat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______3056::904d77389e673f623b4d6bc4b307649b
https://periodicos.ufsc.br/index.php/zeroseis/article/view/74160
https://periodicos.ufsc.br/index.php/zeroseis/article/view/74160
Autor:
da Silva, Adriana Alves
Publikováno v:
Zero-a-seis, Vol 20, Iss 37, Pp 221-234 (2018)
Zero-a-Seis; v. 20 n. 37 (2018): Dossiê: Feminismo em estado de alerta na educação das crianças pequenas em creches e pré-escolas; 221-234
Zero-a-seis
Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
Zero-a-Seis; v. 20 n. 37 (2018): Dossiê: Feminismo em estado de alerta na educação das crianças pequenas em creches e pré-escolas; 221-234
Zero-a-seis
Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
The present work presents reflections woven in a research and creation course in the field of childhood pedagogy, starting from the symbolic dimensions of the fight against femicide in the context of day care. Part of the research was carried out in
Publikováno v:
Zero-a-seis, Vol 19, Iss 36, Pp 235-251 (2017)
Zero-a-Seis; v. 19 n. 36 (2017): Dossiê: As lutas pela Educação Infantil: políticas, direitos e pedagogias; 235-251
Zero-a-seis
Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
Zero-a-Seis; v. 19 n. 36 (2017): Dossiê: As lutas pela Educação Infantil: políticas, direitos e pedagogias; 235-251
Zero-a-seis
Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
In order to problematize the tendency of imposing in preschools (and very often in day care centers) a pedagogy based on the school logic, rooted in the sciences of regularity, focused on the analytical teaching, centered on the teacher and knowledge