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Democracy-as-becoming in early years and primary education: aesthetic, embodied, and digital pedagogical ecologies

2026-04-24Artigo científico Acesso aberto
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datacite.subject.fosCiências Sociais
datacite.subject.sdg04:Educação de Qualidade
dc.contributor.authorNeves, Claudia
dc.contributor.authorPažur, Monika
dc.contributor.authorOliveira, Juliana Gazzinelli de
dc.contributor.authorAbrantes, Pedro
dc.contributor.authorAbelha, Marta
dc.contributor.authorAlmeida, Ana Patrícia
dc.contributor.authorSlovacek, Katarina Aladrović
dc.date.accessioned2026-04-27T12:05:26Z
dc.date.available2026-04-27T12:05:26Z
dc.date.issued2026-04-24
dc.description.abstractIn a context of growing democratic fragility, education is increasingly called upon to cultivate democratic participation, relational responsibility, and civic engagement. However, dominant approaches to education for democracy continue to privilege cognitive knowledge and procedural participation, often overlooking the embodied, affective, and relational dimensions through which democracy is first encountered and lived. This paper advances the concept of democracy-as-becoming to examine democratic learning in Early Years and Primary Education, where democratic relations are enacted through everyday pedagogical encounters rather than transmitted as abstract knowledge. The study draws on a transnational Participatory Action Research (PAR) programme conducted within the Aesthetic and Embodied Learning for Democracy-as-Becoming (AECED) project across multiple European contexts. Focusing on four cases in Portugal and Croatia, the paper presents a crosscase analytical synthesis of professional learning processes in which educators participated as co-researchers. These cases combined aesthetic, embodied, narrative, and digital pedagogical practices across online and faceto-face professional learning environments. Data included reflective writings, online discussions, observation notes, and visual and narrative artefacts generated through iterative PAR cycles. The analysis identifies three interrelated pedagogical ecologies—embodied, aesthetic–narrative, and digital/hybrid—through which democratic becoming is enabled, negotiated, and constrained. Across these ecologies, democratic learning emerged through relational grounding, co-creation, and embodied participation, while also being shaped by institutional conditions and perceptions of pedagogical risk. The paper contributes a data-informed conceptual model of democratic becoming grounded in cross-case analysis, highlighting how democratic sensibility develops through the interaction of relational, embodied, professional, and institutional dimensions. It concludes by discussing implications for teacher education, curriculum design, and research on democratic education, emphasising the need to recognise aesthetic and embodied pedagogies as core infrastructures of democratic life.eng
dc.description.sponsorshipThe author(s) declared that financial support was received for this work and/or its publication. his project has received funding from the European Union’s Horizon Europe research and innovation programme under Grant Agreement No. 101094052, and from UK Research and Innovation (UKRI)—Reference Number: 10063654.
dc.identifier.citationNeves, C., Pažur, M., Oliveira, J., Abrantes, P., Abelha, M., Almeida, A.P. & Aladrović Slovacek, K. (2026) Democracy-as-becoming in early years and primary education: aesthetic, embodied, and digital pedagogical ecologies. Frontiers Education. 11:1799195. doi: 10.3389/feduc.2026.1799195
dc.identifier.doi10.3389/feduc.2026.1799195
dc.identifier.urihttp://hdl.handle.net/10400.2/21913
dc.language.isoeng
dc.peerreviewedyes
dc.publisherFrontiers
dc.relation.hasversionhttps://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1799195/full
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectdemocratic education
dc.subjectearly childhood education
dc.subjectembodied learning
dc.subjectparticipatory action research
dc.subjectprimary education
dc.subjectteacher professional learning
dc.titleDemocracy-as-becoming in early years and primary education: aesthetic, embodied, and digital pedagogical ecologieseng
dc.typejournal article
dspace.entity.typePublication
oaire.citation.titleFrontiers in Education
oaire.citation.volume11
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.affiliation.nameUniversidade Aberta. LE@D
person.familyNameNeves
person.familyNameOliveira
person.familyNameAbrantes
person.familyNameAbelha
person.familyNameAlmeida
person.givenNameClaudia
person.givenNameJuliana Gazzinelli de
person.givenNamePedro
person.givenNameMarta
person.givenNameAna Patrícia
person.identifierH-1160-2016
person.identifier.ciencia-idF514-767E-6474
person.identifier.ciencia-id1B1B-AB38-B56F
person.identifier.ciencia-id9A17-6151-34BB
person.identifier.ciencia-id9D1F-94B0-794A
person.identifier.ciencia-id8A16-E8FD-FBB0
person.identifier.orcid0000-0002-8175-4749
person.identifier.orcid0000-0001-8151-3948
person.identifier.orcid0000-0001-9572-9563
person.identifier.orcid0000-0001-7105-3722
person.identifier.orcid0000-0001-5242-8285
person.identifier.scopus-author-id34977273500
person.identifier.scopus-author-id55522704900
person.identifier.scopus-author-id35772219700
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Ciências da Educação | Artigos em revistas internacionais / Papers in international journals