E os bebês na creche...brincam? O brincar dos bebês em interação com as professoras

Abstract

This dissertation is a part of the research study entitled, "Language, Knowledge and Teacher Training", from the Post Graduate Studies Program in Education of the Federal University of Juiz de Fora. It has highlighted the discussion of playwith and of babies in the nursery context and it beganwith the following questions: How doesplayoccurin a public nursery in the city of Juiz de Fora?Howdoes the interaction occur between teachers and babies, in moments of play in the different spaces of the nursery?Such a discussion is relevant, because, whencontemplating the babies in the childhood education environment, it is necessary to be attentive to their specific interests, recognizing them as individuals in development, able to construct new meanings from interactions established with others in the collective environment of the nursery. As we reflect on the possibilities of play between / with babies, it is necessary to implement practices that provide them the opportunity to interact with each other and with the world around them, making it possible for active participation in the development process.Thus, we believe that, from the interactions between teachers and babies, it is possible to establish, within the institution of Childhood Education, a relationship of learning / development guided by the exchange of shared experiences and meanings. For this research, we have followed - for six months –a public nursery in the city of Juiz de Fora, observing and conversing with the teachers, with the aim of: a) understanding how the playhappens, interacting with teachers, in a nursery class in a public nursery, in the city of Juiz de Fora. b) to analyze the interaction between educators and babies, in moments of play in different spaces of the nursery.As a methodological approach, we used the Critical Research Collaboration (CRC), which prioritizes moments of discussion, where researcher and subject are gathered to adapt and / or expand a practice / reality through the construction of new meanings. The methodological tools chosen based on CRCwere: participant observation, video recording and dialogic interview. The theoretical framework, which supported the research was the Socio-HistoricalCultural theory, which assumes that any historical change and materials brings significant changes in human life. It is by changing that the individual becomes transformer and author of his own reality.Based on observations and interventions in the nursery mentioned, it was possible to build four categories, which were prepared and analyzed on the basis of Significance Cores. They are: 1 - "Playing together [...] interact with them": the teacher's role in the playing; 2 - "We waste time washing baby bottles": some challenges for the playing; 3 - "It is essential to play, ever since birth": play as language and the development of babies and; 4 - "Does the nursery feel like home"? The construction of space for playing. It was possible, from the production and analysis of data to understand that you play with the babies in the nursery involved in the research and that such games seem to be very significant for babies. The prerogative for this was the implication of the teachers engage in to build a pedagogical practice that prioritizes their involvement in the activities proposed. Thus, the playing, from the interaction with teachers, became the central axis of educational planning, and a highly significant activity for the life of babies, for new discoveries and learning.