Práticas de cuidados/educação na creche: o que dizem as crianças sobre a atuação de suas educadoras?

Abstract

This is a qualitative ethnographic research, which was aimed to analyzing the voices of children about the care and education practices developed by their teachers at day care. The theoretical framework discusses and presents the productions of childhood sociology and educational assumptions that consider the child as a subject socially active since baby, with different social-communicative capacity to relate, participate in cultural events, learn and share meanings, using different resources to express their interests, needs and motivations. The participants were twenty-five children of both sexes, aged between three and four years, members of an age group called Maternal III, enrolled in a municipal institution of Early Childhood at Aracaju/SE. The instruments used for the production of data were video recordings, photographs and written records, organized in field diaries, episodes and reports. Also happened sessions of conversations with children during planned activities, namely: games with photos of the adults’ professional from childcare, stories to complete and drawings produced by pairs of age, as way of access the sayings of children about the target theme of research. The information-gathering sessions with the children were subjected to microanalysis, described in interactive 09 episodes and 21 reports that have been grouped into four categories: a) what the children say about the identity of professional performance of their teachers; b) the vision of children on the educational process in day care; c) the disciplining in day care unveiled in the speech of children; and d) transgressions front of what is established by their teachers. The results indicate that children recognize the differences in performance professional between the educators who run them care practices and education daily in day care. From the perspective of children, care and education practices are often circumscribed by acts of disciplining or punishment, far from the proposals approved by legal documents aimed at early childhood education. We found that children transgress the established proposed by the educators, resisting an educational system that strives for be homogeneous. The data collected from those presented episodes reinforce therefore the findings of other studies that weave critical to the education model in which all children should follow the same time, the same modes, following the logic of consensus that ignores the plurality, interests and characteristics of each child and his childhood.