Brinca-ateliê: an environmental (de)construction

uma (des)construção ambiental

Abstract

This article is an excerpt from the dissertation, prepared and defended in Postgraduate Program in Environmental Education at the Federal University of Rio Grande (PPGEA/FURG).The Play Studio (brinca-ateliê) was an opportunity to (de)construct the dimensions of space/time in the micro-systemic context of School A, with the children’s active participation, who were the protagonists of the plots they experienced and the narratives created through living, while developing new repertoires for the action of playing. The participants in the study were children aged between three and four, two early childhood educators and a school manager. The theoretical foundations were/are based on Systemic Environmental Education, which strengthens the child's understanding as an integral being belonging to nature, since the relationship self-environment-time. In this context, we aimed to identify how the Play Studio contributes to the (de)construction of space-time in the micro-systemic context of School A. The Play Studio as a collective (de)construction of space-time, provided the framework for the experiences, both for the children and the educators. Experiencing extends beyond the reference room. It involves exploring other spaces and moments that challenge us to understand the child as an integral being, aligning with the principles of Systemic Environmental Education.