Um ensino promotor do desenvolvimento para o primeiro ano de vida na Educação Infantil
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Data
2021-03-29
Autores
Mantovan, Brida
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A história de atendimento ao primeiro ano de vida no Brasil é marcada por perspectivas assistencialistas e que trazem um viés maturacionista sobre o desenvolvimento do psiquismo humano, sendo que até hoje as instituições de educação infantil precisam lidar com essa tendência no trabalho com bebês e, mesmo depois de diversos avanços nessa etapa da educação, ainda há muitas contradições que precisam ser superadas a fim de garantir um atendimento que promova desenvolvimento de sujeitos humanizados. Dentre essas contradições, a que buscamos abordar é sobre o ensino, termo que carrega diversas polêmicas e problematizações quando falamos sobre bebês. Com isso, coloca-se como pergunta de nossa pesquisa: o que é e como se efetiva o ensino na prática pedagógica com o primeiro ano de vida? Para responder essa pergunta, procuramos compreender, a partir do embasamento teórico-metodológico no materialismo histórico-dialético e na psicologia histórico-cultural, algumas das determinações que envolvem o objeto aqui estudado: o ensino para o primeiro ano de vida. Assim, temos como objetivo: descrever, analisar e compreender a especificidade do ensino na educação infantil para o desenvolvimento das crianças no primeiro ano de vida, a partir dos preceitos da psicologia histórico-cultural. Para compreensão desse objeto, foi necessário captar algumas de suas determinações, para isso, foram realizados três estudos. O primeiro contextualizou historicamente o atendimento à primeira infância no Brasil e analisou as perspectivas político-pedagógicas sobre ensino contidas em documentos nacionais de educação infantil, que são fortemente ligadas ao avanço do projeto neoliberal de sociedade e à pedagogia da infância. No segundo estudo, realizamos uma síntese teórica sobre as especificidades do sujeito no primeiro ano de vida a partir de uma revisão da literatura de autores brasileiros e soviéticos, que se encontram no campo da psicologia histórico-cultural. O terceiro estudo contou com uma pesquisa empírica em que se analisou respostas dadas por professoras e demais profissionais que atuam em berçários de três municípios que utilizam em seus currículos a psicologia histórico-cultural e pedagogia histórico-crítica como aportes teóricos, a apreensão desses dados foi obtida por meio de um formulário on-line na plataforma Google Forms, que contém perguntas sobre o perfil profissional dos sujeitos, seu contexto de trabalho e suas concepções e práticas pedagógicas com o primeiro ano de vida, que contribuiu para o entendimento das condições objetivas de trabalho e as perspectivas de ensino que se desdobram nesses espaços. Como resultados da pesquisa, entendemos que o ensino para essa etapa deve ser aquele que promova o desenvolvimento de sujeitos humanizados e, para efetivar-se, é necessário modificar as estruturas de funcionamento dos berçários, tanto nas atribuições de cargos quanto nas rotinas, a fim de que não se reproduza uma cisão nas ações de trabalho, como, por exemplo, a dicotomia cuidar-educar. Além disso, explicitamos a importância de valorização profissional e formação adequada no trabalho com essa etapa educativa. Destarte, não excluindo sua importância social como local onde as famílias matriculam os bebês para que possam trabalhar, fazemos a defesa política e pedagógica de que esses espaços não sejam só isso, mas que sejam, primeiramente, espaços de educação e ensino.
The history of attending the first year of life in Brazil is marked by assistentialist perspectives that bring a maturationist bias on the development of the human psyche, and even today, early childhood education institutions need to deal with this trend in working with babies, and even after several advances in this stage of education, there are still many contradictions that need to be overcome in order to guarantee a service that promotes the development of humanized subjects. Among these contradictions that we seek to address is about teaching, a term that carries with it many controversies and problematizations when we talk about babies. With this, it is posed as a question of our research: what is it and how is teaching carried out in pedagogical practice with the first year of life? To answer this question, we try to understand, based on the theoretical-methodological basis in historical-dialectical materialism and in historical-cultural psychology, some of the determinations that involve the object studied here: teaching for the first year of life. Thus, the objective is to: describe, analyze and understand the specificity of teaching in early childhood education for the development of children in the first year of life, based on the precepts of historical-cultural psychology. In order to understand this object, it was necessary to capture some of its determinations, for which three studies were carried out. The first historically contextualized early childhood care in Brazil and analyzed the political-pedagogical perspectives on teaching contained in national early childhood education documents, which are strongly linked to the advancement of the neoliberal society project and childhood pedagogy. In the second study, a theoretical synthesis about the specificities of the subject in the first year of life was carried out based on a review of the literature by Brazilian and Soviet authors, who are in the field of historical-cultural psychology. The third study had an empirical research that analyzed responses given by teachers and other professionals who work in nurseries in three municipalities that use historical-cultural psychology and historical-critical pedagogy in their curricula as a theoretical approach, the apprehension of these data was obtained through a online form on the Google Forms platform, which contains questions about the subjects' professional profile, their work context and their pedagogical conceptions and practices with the first year of life, which contributed to the understanding of the objective work conditions and the prospects for teaching that unfold in these spaces. As a result of the research, it is understood that the teaching for this stage must be one that promotes the development of humanized subjects, and in order to be effective, it is necessary to modify the working structures of the nurseries, both in the assignments of positions and in the routines, in order to that a split in the work actions is not reproduced, as for example the dichotomy care-to educate. In addition, the importance of professional valorization and adequate training at work with this educational stage is made explicit. Thus, not excluding its social importance as a place where families enroll babies so they can work, we make the political and pedagogical defense that these spaces are not only that, but that they are primarily spaces for education and teaching.
The history of attending the first year of life in Brazil is marked by assistentialist perspectives that bring a maturationist bias on the development of the human psyche, and even today, early childhood education institutions need to deal with this trend in working with babies, and even after several advances in this stage of education, there are still many contradictions that need to be overcome in order to guarantee a service that promotes the development of humanized subjects. Among these contradictions that we seek to address is about teaching, a term that carries with it many controversies and problematizations when we talk about babies. With this, it is posed as a question of our research: what is it and how is teaching carried out in pedagogical practice with the first year of life? To answer this question, we try to understand, based on the theoretical-methodological basis in historical-dialectical materialism and in historical-cultural psychology, some of the determinations that involve the object studied here: teaching for the first year of life. Thus, the objective is to: describe, analyze and understand the specificity of teaching in early childhood education for the development of children in the first year of life, based on the precepts of historical-cultural psychology. In order to understand this object, it was necessary to capture some of its determinations, for which three studies were carried out. The first historically contextualized early childhood care in Brazil and analyzed the political-pedagogical perspectives on teaching contained in national early childhood education documents, which are strongly linked to the advancement of the neoliberal society project and childhood pedagogy. In the second study, a theoretical synthesis about the specificities of the subject in the first year of life was carried out based on a review of the literature by Brazilian and Soviet authors, who are in the field of historical-cultural psychology. The third study had an empirical research that analyzed responses given by teachers and other professionals who work in nurseries in three municipalities that use historical-cultural psychology and historical-critical pedagogy in their curricula as a theoretical approach, the apprehension of these data was obtained through a online form on the Google Forms platform, which contains questions about the subjects' professional profile, their work context and their pedagogical conceptions and practices with the first year of life, which contributed to the understanding of the objective work conditions and the prospects for teaching that unfold in these spaces. As a result of the research, it is understood that the teaching for this stage must be one that promotes the development of humanized subjects, and in order to be effective, it is necessary to modify the working structures of the nurseries, both in the assignments of positions and in the routines, in order to that a split in the work actions is not reproduced, as for example the dichotomy care-to educate. In addition, the importance of professional valorization and adequate training at work with this educational stage is made explicit. Thus, not excluding its social importance as a place where families enroll babies so they can work, we make the political and pedagogical defense that these spaces are not only that, but that they are primarily spaces for education and teaching.
Descrição
Palavras-chave
Ensino, Desenvolvimento, Primeiro Ano de Vida, Psicologia Histórico-cultural, Teaching, Development, First Year of Life, Historical-cultural psychology