Lições e desafios da educação de bebês no município de Lajeado-RS.

Abstract

In order to promote visibility of daily practices in and of the nursery and therefore achieve the complexity of teaching babies, the research remained in the conceptions of professional Nursery Schools Early Childhood Education of the City of Lajeado-RS with the aim to understand how they became infant’s teachers and contributed to thinking the training of professionals’ daycare. Taking the conception of childhood as a cultural event, the study highlights the educational pathways of babies and the historical constitution of teaching in nursery as a subsidy to approach and explore the conjunction between quantitative and qualitative approaches in educational research. Since the methodological strategy in order to generate uses, at first, two questionnaires: one aimed at professionals working in the nursery and the other directors of schools of the municipality kindergarten Lajeado / RS, totaling 18 and 29 questionnaires respectively. Secondly, it invokes on semi-structured interviews with five professionals in order to focus at the career, training, the role of kindergarten and nursery, including babies with in everyday activities and difficulties, the specifics of the profession and advices for professionals intend to work with babies. The reading and interpretation establishes a profile of both the directors and professionals who are dedicated to the routine of babies in collective spaces of education in this city and notes the difficulty that nursery professionals address the specific knowledge of their pedagogical action given by the nonrecognition of the autonomous power of the baby, conceiving him/her as a student, while being totally dependent on their faults, the action of teaching adults. Thus, the challenges for education of babies in the municipality of Lajeado consist of both: overcome the tendency to split the actions of caring for and educating as much as the model based on school education. Therefore, it is important to contribute to the demystification of the idea of simplifying what is complex in the education of babies and make oneself ready to deal, throughout the formation of specific teaching, the reproduction of the school model in childcare. The lesson to be pursued in the educational debate is to learn to interrogate the problem posed by the babies to pedagogy and child education in their struggle for the right to childhood.