Nature and Early Childhood Education: Experiences, Experiences and new Discoveries

Authors

  • Rita de Cássia Silva e Silva Universidade Presbiteriana Mackenzie - UPM, Brasil
  • Maria de Fátima Ramos de Andrade Universidade Municipal de São Caetano do Sul - USCS, Brasil / Universidade Presbiteriana Mackenzie - UPM, Brasil

DOI:

https://doi.org/10.31496/rpd.v25i50.1665

Keywords:

Early Childhood Education, appropriation of nature, childhood

Abstract

School spaces and urban educational institutions tend to provide children with little contact with nature. The present study, considering the scenario of Early Childhood Education, aims to investigate how young children appropriate nature and what pedagogical strategies could contribute to this appropriation. This is a qualitative research of applied nature, carried out in a private school of Early Childhood Education, in the city of São Paulo. Through the elaboration, execution and analysis of a didactic sequence, which started from the previous knowledge of the children, we concluded that the children actively participated in the proposal, taking advantage of the green corners of the school as spaces for investigation. In them, through a sensitive pedagogy of listening, they showed us their learning with their questions, their looks and their bodies.

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Author Biographies

Rita de Cássia Silva e Silva, Universidade Presbiteriana Mackenzie - UPM, Brasil

I hold a degree in Pedagogy (2013) and a Master's in Education, Art, and History of Culture from Universidade Presbiteriana Mackenzie. Currently, I work as an assistant teacher in Early Childhood Education at Colégio Presbiteriano Mackenzie Higienópolis, a diverse environment where I experience the joy of teaching young children through stories, songs, rhymes, and all the playfulness inherent in this space. In this intertwining of aesthetic, textual, and value-based diversity produced through interactions, I found meaning and purpose in my conception of the act of teaching, as I cannot imagine any learning that takes place outside of the dialogical relationships established with others.

Maria de Fátima Ramos de Andrade, Universidade Municipal de São Caetano do Sul - USCS, Brasil / Universidade Presbiteriana Mackenzie - UPM, Brasil

Holds a postdoctoral degree in Policies and Practices of Basic Education and Teacher Education from Fundação Carlos Chagas, a Ph.D. in Communication and Semiotics from PUC/SP, a Master’s degree in Education from Universidade de São Paulo, and a Bachelor's degree in Pedagogy from Pontifícia Universidade Católica de São Paulo. Works in undergraduate and graduate Education programs. Has experience in the field of Education, with an emphasis on Teacher Education, focusing mainly on the following topics: knowledge base for teaching, professional development of teaching, professional learning of teaching, (multi)literacies, and pedagogical practices. Member of the Rede de Estudos sobre Desenvolvimento Profissional Docente (REPED). Member of the Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd). Associate member of the World Education Research Association (WERA), within the International Research Networks (IRNs) group: Didactics – Learning and Teaching.

References

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Published

2025-06-05

How to Cite

SILVA, Rita de Cássia Silva e; ANDRADE, Maria de Fátima Ramos de. Nature and Early Childhood Education: Experiences, Experiences and new Discoveries. Revista Profissão Docente, [S. l.], v. 25, n. 50, p. 1–27, 2025. DOI: 10.31496/rpd.v25i50.1665. Disponível em: https://revistas.uniube.br/index.php/rpd/article/view/1665. Acesso em: 7 jun. 2025.

Issue

Vol. 25 No. 50 (2025): Continuous Publication

Section

Experience Report

License

Submitted texts approved by the Editorial Board of Revista Profissão Docente will be published, and their authors may use them for future publications, provided that the original edition is properly cited (title, Revista Profissão Docente, volume, issue, year of publication, and page numbers of the referenced text). All articles published in this journal are the sole responsibility of their authors. Revista Profissão Docente and Universidade de Uberaba assume no legal responsibility for their content.

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