What can the child-questioning do in the education of teachers? Theoretical and practical experimentations

Abstract

This article addresses the following problematization: What can children’s questions (considered as a research problem) do in a space for pedagogues’ initial education?  Associated to the researchers/teachers’ experiences in the process of a course development in a Pedagogy major, through a philosophical perspective of the child, the methodological framework was established through the investigative process about the child-questioning, in the sense that those do not configure only one more strategy to teach Science, but mainly learning, learning how to get to know what is not given in advance, which promotes new ways of desiring-knowing the child’s world, how they perceive and relate with scientific happenings, how they are in and to the world. Finally, a movement is experienced, one that begins to inhabit ourselves and the world – becoming a child, a child-questioning in ourselves.