Circle of Culture: an methodological experience of awareness and teacher’s (trans)formation for receptions of disable children in playschool

Abstract

This article presents the paths built in the interaction between researchers, teachers and children on what the circle of culture constituted a methodological possibility of research. Understood not only as a physical disposition of persons in the occupied space, but as relationships established there, the circle of culture constituted an educative space-time of awareness and teacher’s(trans)formation. The research were developed in space-time of a public playschool and has as a goal knowing and (re)mean the conception(s) about welcome of professionals in caring for children whosedevelopment is involved by some disability. The research exercise, grounded in Freire’s theory, point to humanized welcome as an original-viable in the horizon, not only in playschool, but in caring of every children and each educational space-time.