Educate is not just to produce. Learning.
It is to sustain the human while it happens.
For a long time, education has sought to improve contents, methods, assessments, strategies, and technologies.
Everything matters.
But there is a dimension that doesn't fit entirely in a spreadsheet:
The quality of the encounter.
A Pedagogia da Biocriatividade™ is born from the experience of looking at learning without completely separating cognition, bond, affectivity, creation, body, imagination, and participation.
She does not propose abandoning knowledge.
Propose asking:
What kind of relationship are we building with knowledge, with the other and with ourselves as we learn?
Active Listening
A child does not always communicate what they live through words.
She also speaks:
- In the body;
- Without drawing.;
- Silence;
- the refusal;
- repetition;
- in the approach;
- No separation.;
- playful joke.
Hearing does not mean interpreting everything.
Means being able to stay in front of what appears for a sufficient amount of time before transforming it into a ready explanation.
Bond and Affection
Bonding is not excess of permissiveness.
It's not about doing everything for the child.
It is to build a relationship sufficiently safe so that she can experiment, err, ask, create and exist without having to abandon what she feels in order to continue belonging.
Self-Directed Responsibility
There is a huge difference between saying:
“You are responsible for everything that happens.”
ask
“What is your possible participation in the face of what happened?”
The first sentence produces weight. The second can produce authorship.
Self-Directed Responsibility recognizes limits, context, other people, circumstances, and chance.
But it also seeks to preserve an essential question:
What else can I choose?
Ethics of Inclusion
Including is not putting all people in the same space and expecting them to function in the same way.
It is recognized that there are different ways of perceiving, learning, communicating, regulating oneself, participating, and being in relation.
Therefore, a question accompanies the practice:
Is there really room for difference here?
Or do we call inclusion only the ability of someone to adapt to the dominant form?
Biocriatividade is a way of being in the face of the experience
The four pillars are not four lessons.
There are not four competencies to mark as completed.
There are four commitments:
Active Listening
Am I really listening?
Bond and Affection
Is there a sufficient link for this experience to occur?
Self-Directed Responsibility
Am I favoring participation or mere obedience?
Ethics of Inclusion
Is there room for difference?
From these questions, different projects emerge that integrate this work.