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Learning democracy in early education: aesthetic and embodied pedagogies in teachers’ professional learning
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Orientador(es)
Resumo(s)
This article examines how aesthetic and embodied pedagogies support teachers’ professional learning for democratic practice in early childhood and primary education. Drawing on a Participatory Action Research (PAR) design within the Aesthetic and Embodied Learning for Democracy (AELD) strand of the AECED project, the study analyses four cases developed in
Portugal and Croatia. The Portuguese cases involved a 50-hour online professional learning course structured around PAR phases, while the Croatian cases consisted of face-to-face workshops using storytelling, drama, movement and reflective dialogue. Data were generated through reflective writings, forum contributions, visual documentation and observational records.
Thematic and interpretive cross-case analysis showed that aesthetic and embodied pedagogies supported teachers in developing greater sensitivity to children’s perspectives, stronger awareness of participation as a relational and ethical practice and greater willingness to co-construct pedagogical decisions.
Findings suggest that professional learning can function as a democratic inquiry shaped by relational and institutional conditions. The article contributes to democratic education scholarship by foregrounding teacher professional learning as a key site where democracy is enacted and interpreted.
Descrição
Palavras-chave
Democratic pedagogy teacher professional learning aesthetic and embodied learning participatory action research early childhood pedagogy
Contexto Educativo
Citação
Cláudia Neves, Monika Pazur, Juliana Gazzinelli, Ana Patrícia Almeida, Marta Abelha & Pedro Abrantes (06 Aug 2026): Learning democracy in early education: aesthetic and embodied pedagogies in teachers’ professional learning, European Early Childhood Education Research Journal, DOI: 10.1080/1350293X.2026.2671828
Editora
Routledge, Taylor & Francis Group