A experiência pedagógica com/entre/para os bebês e a constituição da docência: narrativas de professoras da rede municipal de Santa Maria

Abstract

This thesis is part of the Research Line - LP2: Public Educational Policies, Educational Practices and their interfaces, of the Graduate Program in Education (PPGE), at the Federal University of Santa Maria (UFSM), and presents as a research theme the pedagogical practice in the nursery and the teaching experience constituted in these spaces. The general objective is to understand, through the narratives produced by the teachers, how the pedagogical experience is built in contexts of nurseries of some public schools in Santa Maria-RS. A qualitative research was carried out based on the narrative approach, a methodological proposition developed from the studies of Connelly and Clandinin (1995), Dewey (2011) and Larrosa (2002). The Textual Discursive analysis was based on studies by Moraes and Galiazzi (2006; 2007) and Moraes (2003). Due to the exceptionality of the Covid-19 pandemic, data production took place entirely online through questionnaires sent to teachers who work in nursery classes in the inner school network of Santa Maria/RS and semi-structured interviews carried out with three teachers. This process, theoretically based on the productions of Tristão (2004), Martins Filho (2013, 2015), Martins Filho and Delgado (2016), Rinaldi (2013), Barbosa (2010), Larrosa (2002), among others that debate the pedagogical practice and the teaching experience in the nursery, which are based on three dimensions of analysis: the multiple forms of silence - through excess - that tell us about the moment; pedagogical practices, times and spaces in Early Childhood Education; the constitution of teaching and the pedagogical experience in the nursery. These dimensions allowed us to infer, at the end of writing the thesis, that: the pedagogical experience with babies is constituted as a continuous learning process, which requires training, sensitivity, an attentive look, listening, attention to corporeality that involves ethical, political and aesthetics issues. It can be seen that during the pandemic, the practice with babies was based on welcoming families and that there is no possibility of thinking about practices with babies without babies, that is, we can study, improve knowledge about, but putting it in practice without the babies makes it become empty, even if they had the support of the families that was fundamental for the moment of the pandemic and that, in the pedagogical context with babies, the teachers' sensitive look and listening is essential so that they can organize the practices, once the teaching experience in the nursery made it possible for the teachers to be constituted, from experiences and theoretical studies, from the everyday teaching experience and that the work in the nursery is constituted on a daily basis, in a challenging and complex way, having as principle the ethics of respect for the individualities and particularities of babies.