Currículo para bebês no contexto da creche: concepções, práticas e participação das crianças

Abstract

This research aimed to analyze the curriculum under development for children aged four to eighteen months in Nursery classes in the context of a public school day care center in the State of Ceará. The theoretical contributions were: the French psychologist Henri Wallon (1995, 2007) on the development of babies; fron Oliveira-Formosinho (2002) and Ortiz and Carvalho (2012), which deal with teaching activity in Early Childhood Education; Of Barbosa and Richter (2009) and Barbosa (2010), who discuss curriculum in Early Childhood Education. In addition, the following official documents were important: Everyday Practice in Early Childhood Education: Bases for Reflection on Curricular Guidelines (BRASIL, 2009); National Curricular Guidelines for Early Childhood Education (BRASIL, 2009a) and the National Curricular Common Base (2017). The methodology of the work was based on the qualitative approach and was constituted in a case study. It counted on the participation of 20 babies, two teachers and two helpers. Data analysis revealed, among other aspects: 1) the lack of a curriculum for babies in the systematized pedagogical proposal of the day care center; 2) the absence of intentional planning for most activities that took place in the Nursery; 3) the difficulty of the educators to perceive the specificity of the work that has to be performed with the babies, considering their particularities and their potential of learning actively; 4) a supposed dissociation between care (understood as activities to meet the needs of the body) and education (understood as activities that aim to develop only the cognitive aspect of the children); 5) the knowledge that comes from "motherhood" seen as necessary to act with the babies; 6) the indisputable ability of infants to participate in situations that occur in collective space even when the conditions offered do not live up to their creative, communicative and interactional potential. Thus, based on the analysis of the data, it is concluded that the curriculum established within the nursery of the day care center does not meet the rights and needs of the babies with respect to the games and interactions, the appropriation of different languages, care and education of good quality. It indicates, therefore, the need to carry out more research in the area and the urgency of investing in the initial and continuing training of the teachers who work with the children of this age range as well as the other professionals responsible for the pedagogical follow-up of the work performed in kindergartens.