A escuta na pesquisa-ação: entrelaçando brincar e educação para as relações étnico-raciais

Abstract

This article proposes a reflection on the sphere of play as a place of being and affection for the different childhoods present in research spaces with children. Here, we will report the “found/invented” in our listening works as an ethical and aesthetic exercise of alterity in a constant production of meanings, in which we invent what we find. Listening to children as a research methodology requires, among other attitudes, a double exercise of self-emptying to turn attention to the other and the resumption of the research adult's own childhood, since the child we were is triggered by the encounters with the childhoods with which we researched. There is also the tension between the wonder produced by the uniqueness of the child's gaze and the necessary intervention when prejudices and other forms of violence are reproduced. We take the game not as a raw material for a future production, but as a means of access and permanence in the larval state of the living being. The narrative and reflexive path of the text is made by differentiating the playing sphere from the violence exercises that seek to instrumentalize playfulness, we do it from the analysis of some of the biological, philosophical and subjective aspects of playing. We defend an anti-racist education in action since childhood, such as situations of intervention in research with children aged 4 and 5 in the school space. Finally, we seek to anchor our hopes in the Benjaminian project of a philosophy to come that is nourished by the powerful investment in the childish gesture of doing the new again.