Os bebês sujeitos de direitos: retratadas nas práticas pedagógicas

Abstract

This research is built from inquiries and reflections related to babies and very young children and how they emerge in pedagogical practices. Thus, how to apprehend everyday practices and contemplate pedagogical practices? How to give visibility to the actions and productions of these subjects? How to build quality teaching practices? These and so many other questions made me curious to discover the possible answers. Therefore, the study mobilized in the Specialization Course in Educational Management (UFSM) aims to investigate how public policies for early childhood education understand how specifics of the cradle and how they are articulated in the teacher's pedagogical practices. The methodological paths are of qualitative quality supported by participatory research, to reveal how relationships and dialogues are constructed in the daily practice of teaching. Data collection was done using semi-structured interviews to capture the subjects' perspectives; participant observation to know and experience the context and the field diary to note as reflections, feelings and interactions between the subjects. In view of the findings, it was possible to perceive that the teacher's self-reflections transformed her understanding of babies and children are small, giving new meaning to pedagogical practices and, thus, building a practice allowed through sensitive listening. However, it is still necessary to overcome pedagogical practices that make the actions of babies and young children unfeasible, placing them as margins of production and statics.