{"id":{"repo_id":"brazil-ufrn","oai_identifier":"oai:repositorio.ufrn.br:123456789/67189"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufrn/oai:repositorio.ufrn.br:123456789/67189","repository":{"repo_id":"brazil-ufrn","name":"Brazil UFRN","base_url":"https://repositorio.ufrn.br/server/oai/request"},"display":{"title":"Infâncias, artes e naturezas: experimentações crianceiras entre movimentos poéticos no Núcleo de Educação da Infância (NEI/CAp-UFRN)","abstract":"The research proposes to map the affects of an educator in relation to childhoods, arts, and natures, seeking to draw from them what might empower a teacher of young children to imagine an education with them. To this end, artistic experimentations were carried out alongside children, artists, and nature, initially guided by the following questions: Can artistic experimentations between childhoods and natures reinvent school times and spaces? What can a teacher-artist-performer-drifter do when engaging in artistic experimentations with childhoods and natures? What shifts might these experimentations provoke within the context of early childhood education? What can this composition — childhoods, arts, and natures — do in the school? The experimentations took place through twenty-two workshop-classes involving various artistic languages, including contemporary visual arts, graffiti, performance, music, poetry, theatrical experiences, and dance, in collaboration with artists from the Coletivo de Estudos Poéticas do Aprender (CNPq-UFRN). The research was conducted in the context of the Núcleo de Educação da Infância, the laboratory school of the Universidade Federal do Rio Grande do Norte (NEI-CAp/UFRN), where the author works as a teacher. The goal was to unsettle habitual pedagogical practices and open space for alternative ways of learning and teaching with children, inspired by the modes of the arts. Moving along borders through assemblages and multiple compositions, and seeking to find a zone of indiscernibility between different fields (among arts, philosophy, and education), a mobile map began to emerge — a map composed of surface effects, referred to in this thesis as childlike experimentations between poetic movements in school, shimmering alongside play, childing, creating, attending, encountering, and moving.","abstract_html":"The research proposes to map the affects of an educator in relation to childhoods, arts, and natures, seeking to draw from them what might empower a teacher of young children to imagine an education with them. To this end, artistic experimentations were carried out alongside children, artists, and nature, initially guided by the following questions: Can artistic experimentations between childhoods and natures reinvent school times and spaces? What can a teacher-artist-performer-drifter do when engaging in artistic experimentations with childhoods and natures? What shifts might these experimentations provoke within the context of early childhood education? What can this composition — childhoods, arts, and natures — do in the school? The experimentations took place through twenty-two workshop-classes involving various artistic languages, including contemporary visual arts, graffiti, performance, music, poetry, theatrical experiences, and dance, in collaboration with artists from the Coletivo de Estudos Poéticas do Aprender (CNPq-UFRN). The research was conducted in the context of the Núcleo de Educação da Infância, the laboratory school of the Universidade Federal do Rio Grande do Norte (NEI-CAp/UFRN), where the author works as a teacher. The goal was to unsettle habitual pedagogical practices and open space for alternative ways of learning and teaching with children, inspired by the modes of the arts. Moving along borders through assemblages and multiple compositions, and seeking to find a zone of indiscernibility between different fields (among arts, philosophy, and education), a mobile map began to emerge — a map composed of surface effects, referred to in this thesis as childlike experimentations between poetic movements in school, shimmering alongside play, childing, creating, attending, encountering, and moving.","abstract_has_math":false,"creators":["Ramalho, Ivone Priscilla de Castro"],"institution":"Universidade Federal do Rio Grande do Norte","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Coutinho, Karyne Dias"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-27","date_published":"2025-01-27","updated_at":"2026-07-24T01:20:46Z","subjects":["Educação - afetividade","Infâncias","Artes","Naturezas","Devir","Cartografia na escola"],"languages":["pt_BR"],"rights":["Acesso Embargado"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repositorio.ufrn.br/handle/123456789/67189","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Coutinho, Karyne Dias"]},{"key":"dc:creator","label":"Author","values":["Ramalho, Ivone Priscilla de Castro"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-12-17T22:31:17Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-01-27"]},{"key":"dc:publisher","label":"Institution","values":["Universidade Federal do Rio Grande do Norte"]},{"key":"dc:type","label":"Dc Type","values":["doctoralThesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educação - afetividade","Infâncias","Artes","Naturezas","Devir","Cartografia na escola"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["pt_BR"]},{"key":"dc:rights","label":"Dc Rights","values":["Acesso Embargado"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repositorio.ufrn.br/handle/123456789/67189"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The research proposes to map the affects of an educator in relation to childhoods, arts, and natures, seeking to draw from them what might empower a teacher of young children to imagine an education with them. To this end, artistic experimentations were carried out alongside children, artists, and nature, initially guided by the following questions: Can artistic experimentations between childhoods and natures reinvent school times and spaces? What can a teacher-artist-performer-drifter do when engaging in artistic experimentations with childhoods and natures? What shifts might these experimentations provoke within the context of early childhood education? What can this composition — childhoods, arts, and natures — do in the school? The experimentations took place through twenty-two workshop-classes involving various artistic languages, including contemporary visual arts, graffiti, performance, music, poetry, theatrical experiences, and dance, in collaboration with artists from the Coletivo de Estudos Poéticas do Aprender (CNPq-UFRN). The research was conducted in the context of the Núcleo de Educação da Infância, the laboratory school of the Universidade Federal do Rio Grande do Norte (NEI-CAp/UFRN), where the author works as a teacher. The goal was to unsettle habitual pedagogical practices and open space for alternative ways of learning and teaching with children, inspired by the modes of the arts. Moving along borders through assemblages and multiple compositions, and seeking to find a zone of indiscernibility between different fields (among arts, philosophy, and education), a mobile map began to emerge — a map composed of surface effects, referred to in this thesis as childlike experimentations between poetic movements in school, shimmering alongside play, childing, creating, attending, encountering, and moving."]},{"key":"dc:title","label":"Title","values":["Infâncias, artes e naturezas: experimentações crianceiras entre movimentos poéticos no Núcleo de Educação da Infância (NEI/CAp-UFRN)"]}]}],"canonical_facts":{"dc:contributor.advisor":["Coutinho, Karyne Dias"],"dc:creator":["Ramalho, Ivone Priscilla de Castro"],"dc:date.accessioned":["2025-12-17T22:31:17Z"],"dc:date.issued":["2025-01-27"],"dc:description.abstract":["The research proposes to map the affects of an educator in relation to childhoods, arts, and natures, seeking to draw from them what might empower a teacher of young children to imagine an education with them. To this end, artistic experimentations were carried out alongside children, artists, and nature, initially guided by the following questions: Can artistic experimentations between childhoods and natures reinvent school times and spaces? What can a teacher-artist-performer-drifter do when engaging in artistic experimentations with childhoods and natures? What shifts might these experimentations provoke within the context of early childhood education? What can this composition — childhoods, arts, and natures — do in the school? The experimentations took place through twenty-two workshop-classes involving various artistic languages, including contemporary visual arts, graffiti, performance, music, poetry, theatrical experiences, and dance, in collaboration with artists from the Coletivo de Estudos Poéticas do Aprender (CNPq-UFRN). The research was conducted in the context of the Núcleo de Educação da Infância, the laboratory school of the Universidade Federal do Rio Grande do Norte (NEI-CAp/UFRN), where the author works as a teacher. The goal was to unsettle habitual pedagogical practices and open space for alternative ways of learning and teaching with children, inspired by the modes of the arts. Moving along borders through assemblages and multiple compositions, and seeking to find a zone of indiscernibility between different fields (among arts, philosophy, and education), a mobile map began to emerge — a map composed of surface effects, referred to in this thesis as childlike experimentations between poetic movements in school, shimmering alongside play, childing, creating, attending, encountering, and moving."],"dc:identifier.uri":["https://repositorio.ufrn.br/handle/123456789/67189"],"dc:language.iso":["pt_BR"],"dc:publisher":["Universidade Federal do Rio Grande do Norte"],"dc:rights":["Acesso Embargado"],"dc:subject":["Educação - afetividade","Infâncias","Artes","Naturezas","Devir","Cartografia na escola"],"dc:title":["Infâncias, artes e naturezas: experimentações crianceiras entre movimentos poéticos no Núcleo de Educação da Infância (NEI/CAp-UFRN)"],"dc:type":["doctoralThesis"]},"updated_at":"2026-07-24T01:20:46Z"}