A potência das interações dos bebês em uma creche pública do município de Juiz de Fora

Abstract

This work aimed at understanding how the interactions of babies between 4 and 18 months of age occur in a public day care center in the city of Juiz de Fora- MG. For this, the theoretical framework was sought in the historical-cultural perspective, dialoguing mainly with Vygotsky and Wallon as we understand that subjects constitute themselves as humans through the interaction and when the Other. The central objectives were analyzing the interactions between babies materialized in the day care setting and understanding the role of the interactions in their cultural development. Concerning the theoretical perspective that supports the research and considering the study question and the proposed objectives, a qualitative research was carried out, based on the ethnographic principles, aiming to know deeply the reality of the nursery researched and the complexity of the relationships established between the babies. They are considered in their potentialities and single forms of communication, since the interactions are forms of relationship, in which there are exchanges and shares between them. We understand that, from this, the baby begins to weave significations and to constitute himself as human in a dialogical process, in which those involved actively participate in their process of learning/development. During six months, we observed and photographed the interactions between the babies in the day care center everyday situations. Observation, photographic camera and logbook were used as instruments for data production. Seven episodes with interactive scenes among infants were selected and analyzed because of the recurrence of all data and the manifestation of interactive exchanges between them. The data point to the power and expressiveness of the interactions between kids, as the locus of learning and meanings. The interactions in this kindergarten take place in different ways during the routine they experience, whether during playtime, exploration or feeding, and are made possible by the different languages evidenced by the babies in the research, look, cry, silence, facial expressions, gestures and movements. We emphasize the importance of the day care as a place where babies, meet the others, interact, learn and share with the cultural world of which they are part. The study did not focus on infant and adult interactions. However, we do not lose sight of the fact that the data produced are chiefly important because they reveal to the adults responsible for education/care in the nursery the potentiality of these interactions. In this perspective, it is crucial to give visibility to the babies in the spaces they attend . It is also important to strengthen public policies and programs aimed at attending Infant Education in Brazil, which should be valued as the first stage of Basic Education, recognized in its specificities and legitimized in the educational field.