Educação infantil no cotidiano: diálogos entre adultos e crianças

Abstract

This thesis research sought to understand the dynamics of pedagogical work, developed with children, in the daily life of a kindergarten – considering the margin of power that the children have in relation to the professional constitution of the adult, the teacher, in a space in which both are active people in the learning process. We chose a research anchored in an interdisciplinary theoretical framework with a qualitative approach coming from the fields of Norbert Elias' figurative sociology and the contributions of the sociology of childhood and studies of childhood. The research was developed with a group of 11 children, 7 girls and 4 boys in the age group of two and a half to three and a half years, as well as two teachers, in a public child education center in the city of Dourados, MS, between the months of May and July of 2017. From observation we opted for research with/about children. The investigative research showed that teachers, in the exercise of their profession, align the possibilities and participation of very small children, because of their interests. What affects the ways of being a teacher and acting in a "naturalized" way when, for example, performing an activity, it emphasizes the final product much more, rather than the process. The data showed that the exchange of experience concomitant with the theoretical study brings reflections on pedagogical situations in which teachers increase their knowledge from real narratives, especially when institutions promote paths that lead to the well-being of the child through the strengthening of ties between families. We reaffirm the practice of daily listening to children and understanding them as people of knowledge, based on the values of democracy and social justice, since children are not identical to adults, but both are dependent on each other. It was possible to identify that the teachers in their speeches demonstrate the importance of work in collectivity, when they perceive the need to understand how the child learns and builds the knowledge. We observe that the adult does not always perceive how the child is addressed, no matter how much he or she says or defends the child's protagonism, there is still a dynamic based on unilateral direction, with rules and ways of doing, making imaginations impossible, children's experimentation. We defend the construction of an educational experience, in which the teacher, as a more experienced individual, has the essential role of promoting and articulating a path that allows different experiences, if we consider that each child maintains singular contact with the experiences. Finally, in order for the adult in the teacher figure to approach the universe of children, their pedagogical practice must be based on children's languages, their expressive manifestations and curiosity to detail. By listening to them, the teacher will be legitimizing aspects related to respect in their processes and cognitive and existential paths. Thus, the data reinforce the thesis that the balance of power expressed in the adult and child relationship delineates both the child's constitution and the professional teacher composition. However, it is still necessary to draw up a dialogue with the small ones, in order to construct a pedagogical practice in dialogue, horizontally, that progressively presents a degree of complexity, meaning and re-signification its practice, so that it can interpret it from of the most varied documentary records, gradually incorporating the theories and desires of children.