They discussed the history and personal story behind becoming a pedagogista. Followed by a discussion of the ethics, histories, and legacies of early childhood education and the possibilities for co-creating ethically responsive pedagogies. They highlighted the significance of collaboratively engaging with ethically responsive pedagogy in early childhood education.
They deliberated on pedagogical disruptions that foster collaboration between educators, children, and families. Furthermore, they considered inviting vulnerabilities as a possible starting point for sharing stories of legacies with children and others.
Cristina and Veronica then called attention to remaining mindful and conscious that pedagogy is non-innocent. In other words, pedagogy embodies a specific kind of intention that is both personal and political in early childhood education.
They closed with a discussion on expanding horizons of possibility in early childhood education, and offering the metaphor of bundling in the work of a pedagogista.
“I wonder if you can start by walking us through how you became a pedagogista…”
“I constantly ask myself: What kind of experiences are we generating?”
“What does collaboration look like?”
“Where do we start our stories of legacies with children? With others?”
“If this is a space that is not innocent, and if this is a pedagogical gathering, then it’s a space for something more than me or the child.”
“We are creating a life together.”
“We can enter a space of debate when we understand that it is not about me or you but it is about this thing that we are trying to create.”
“If that is what is going to frame our horizon, it’s a very, very narrow horizon.”
“I am bundled with all of these stories and history that I carry with me – beyond the pedagogista – that just walks with me.”