A relação de alteridade entre professoras e bebês: um estudo de inspiração etnográfica em uma creche conveniada do município de Juiz de Fora

Abstract

This study aimed to understand how the relationship of alterity and affection is established between teachers and babies in a nursery of a partner daycare center in the city of Juiz de Fora. Based on this formulation, we organized two specific objectives to be achieved: (i) to understand the relationship of alterity and affection in care/education situations between teachers and babies; (ii) to reflect on how the establishment of the relationship of alterity and affection between teachers and babies permeates pedagogical practice. To this end, we dialogued with the philosopher of language Mikhail Bakhtin, based on the concept of alterity, and with Vygotsky's historical-cultural theory to understand how experience and affection constitute the relationships between teachers and babies. This is a qualitative research, inspired by the ethnographic approach. We resorted to collaborative observation, field diary records, production of field notes, photographs and video recordings of the institutional daily life. The data were produced throughout the year 2023, in the morning (four hours each time they went to daycare), two days a week, totaling 192 hours of time spent at daycare, with the production of 48 field notes and 33h58m of video recording. For the analysis, we considered the situations of interaction between teachers and babies during feeding, sleeping/resting, and sunbathing. The research participants consisted of three teachers, aged between 27 and 52 years old, a 34-year-old classroom assistant, and 11 babies aged between four months and 1 year and 6 months. The data were analyzed based on excerpts produced in field notes, marked mainly by three moments of the institutional routine: the musical circle, the moments in the sunbathing, and the moments of feeding and resting of the babies. The construction of the research led to reflection on the main moments that permeate the institutional routine: reflection on the organization of the routine itself, the working conditions of teachers and class assistants, the relationship with the daycare spaces and the relationship between teachers and babies.