FROM THE FLOW OF WATER TO SHELTER: A PEDAGOGICAL EXPERIENCE IN A CONTEXT OF CRISIS

• DOI: https://doi.org/10.22533/at.ed.5585525260213

• Palavras-chave: Floods; Toy library; Childhood; Emergency Pedagogy.

• Keywords: Floods; Toy library; Childhood; Emergency Pedagogy.

• Abstract:

  In 2024, Rio Grande do Sul faced the greatest climate tragedy recorded in the last 83 years, with more than 617,000 people having to leave their homes. In response to the crisis, various support initiatives were mobilized, including the creation of a playroom in the PUCRS Sports Park. This space was designed by the Postgraduate Program in Education at the School of Humanities, with the aim of offering a welcoming and therapeutic environment for homeless children. Educators and volunteers were involved in a variety of activities, including games, reading and artistic expression, with the aim of providing emotional support and helping to overcome childhood trauma. This study examines the effects of these practices on children's well-being and development, adopting a qualitative methodology based on ethnography and participant observation. The results show that playful interaction and a welcoming environment play a crucial role in the emotional recovery of children affected by the tragedy. The volunteers' perceptions, obtained through forms, also showed the importance of the emotional bond and emotional support in this emergency context. The experience in the toy library reinforces the relevance of Emergency Pedagogy and Alterity Pedagogy, both of which are essential for a humanized educational welcome. The study emphasizes the need for support structures that transcend material assistance, prioritizing the reconstruction of community ties and the emotional strengthening of childhoods in times of crisis.