Tecendo relações sobre as perspectivas de poder e cuidado: o que dizem as professoras de uma creche conveniada do município de Juiz de Fora/MG

Abstract

This work seeks to analyze how power and care relationships between babies and teachers are constituted in a daycare center in the city of Juiz de Fora-MG. With the research, we intend to understand the pedagogical practices used by teachers in the interaction with babies in a nursery activity room. Therefore, we seek to dialogue, especially with Michel Foucault, from the perspective of power and self-care present in his writings and reflect on otherness and responsive act in Mikhail Bakhtin perspective. The qualitative research based on the historical-cultural perspective and ethnographic inspiration aims to know the reality of the nursery of the research and the relationships built between babies and teachers. The documentary analysis, the collaborative observation, and the field diary were used as methodological instruments for the development of the research. We also used reflective sessions, as a data production space, held with three nursery teachers. This choice is justified by understanding that the teachers' discursive production in the activity room of a nursery and the network of senses and meanings that are woven in the interactions with babies promote a new look for and with these subjects. The data were organized and analyzed using the Aguiar and Ozella Signification Centers (2006). The development of the research made it possible to foster reflections on themes that cross the institutional daily life: routine, time/space, material conditions of the teaching work, and other aspects of the teacher-baby interaction.