LEARNING RHYTHMIZED BY CHILDREN: Drumming at Olho do Tempo Living School in João Pessoa, Paraíba, Brazil

ABSTRACT: This study analyses the relationships of childhood learning in the educational context of the Olho do Tempo Living School, a civil society organization of public interest located in a rural area of João Pessoa in the Brazilian state of Paraíba, where children engage in the practice of drumming as a pedagogical proposal. We weave together interdisciplinary theories on early childhood learning and learning through practice. From a patchwork based on participant observation of the children’s actions and perceptions, we address the following categories that both were felt and emerged in the fieldwork: participation, autonomy, development and growth in/with the body. We conclude that the actions understood by the children as “learning on one’s own” and “holding one’s own” are entangled with conflicting ties (re)born in intra- and intergenerational relations and in relations with things (mainly the instruments) in the environment. It is through these relations that the children deconstruct the adult-centric interpretation of the teaching-learning relationship.

摘要：本研究分析了巴西帕拉伊巴州若昂佩索阿乡村地区的公益民间组织「奥卢杜·唐波生活学校（Olho do Tempo Living School）」教育场景中的童年学习关系。该组织以击鼓实践作为教育方案，面向当地儿童开展教学活动。本研究整合了早期儿童学习与实践式学习的跨学科理论，基于对儿童行为与感知的参与式观察所形成的研究素材，梳理出在田野调查中被感知到且自然浮现的四大核心范畴：参与感、自主性、身体协同下的发展与成长。研究结论指出，儿童口中所谓的「自主学习」与「自我掌控」行为，与代际内部、代际之间以及与环境中事物（主要是乐器）所衍生出的矛盾联结相互交织。正是通过这些关系，儿童解构了成人中心主义的教与学关系解读。