Currículo na educação infantil: as linguagens dos bebês nas práticas pedagógicas do berçário

Abstract

This research had as objective to understand and to reflect the pedagogical practices of a nursery in a public school of the municipality of Jaguarão / RS. The study was an action research methodology. The main theorists and authors who supported this study were: FOCCHI (2015), BARBOSA (2010), MALAGUZZI (2016), RINALDI (2014) among other authors of great contribution. In this sense, eight interventions were performed with babies, moments in which teacher and researcher reflected on the actions of the babies in the midst of pedagogical practices. The researcher with the collaboration of the teacher made proposals that respected the specificities of the nursery, that is, explorations through the senses, thus breaking with the adultcentric look of pedagogical practices where infants were habitually seen as "students" and sometimes as without possibilities and In this logic they were restricted only to receiving care. The result of this study was to reflect a possible curriculum of listening, where the babies are active, protagonists, subjects of rights, who have access to an instigating space and of proposals that meet their specificities, materializing with explorations through the Senses in which the teacher is the researcher of their practices that reflects, acts, interacts and also questions the institution itself, in order to perform a listening work with the babies, in this collective space called school. Thus, we find that the possible curricula are in babies.