Um estudo sobre a relação entre educar e cuidar de crianças bem pequenas, segundo a percepção de profissionais da educação infantil
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Data
2022-02-03
Autores
Bistaffa, Vanilda Divina Almério
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Historicamente, muitas foram as dificuldades enfrentadas no Brasil ao longo de décadas com a prática nas instituições de Educação Infantil, na qual o ato de cuidar remete à ideia de assistencialismo e o de educar, à de ensino-aprendizagem. Contudo, muito ainda deve ser feito para que crianças bem pequenas tenham seus direitos e necessidades reconhecidos no Brasil. O cuidar e o educar são funções essenciais integrantes da Educação Infantil, devendo ser operacionalizados de forma indissociável no cotidiano das creches e das pré-escolas. Há, portanto, a necessidade de superação da dicotomia histórica dessas funções nas instituições e de investimentos em atividades que objetivem promover o desenvolvimento integral da criança, entendendo a educação como direito. Este estudo teve como objetivo descrever e comparar as percepções de professores de educação infantil e de auxiliares de cuidados diários (ACDs), que atuam em creches no município de Barretos/SP, sobre as funções de educar e cuidar de crianças bem pequenas, de dezoito meses a três anos de idade. Foram investigadas as percepções desses profissionais em relação às atividades desenvolvidas no cotidiano institucional. Para consecução dos objetivos, as estratégias adotadas foram: pesquisa bibliográfica, pesquisa documental e pesquisa de campo. A pesquisa de campo foi desenvolvida em três centros de educação infantil, na cidade de Barretos/SP. Os participantes foram treze professores e doze auxiliares que atendem crianças bem pequenas, de dezoito meses a três anos de idade. O instrumento utilizado foi um questionário enviado online aos participantes e estruturado em três partes: perfil do participante, percepções sobre cuidar e educar e reconhecimento profissional. Os dados foram categorizados a posteriori, a partir das respostas dos participantes. Foi realizada uma descrição compreensiva dos dados coletados, com base em fundamentação teórica pertinente à área de Psicologia do Desenvolvimento, destacando a perspectiva piagetiana, entre outras. Os relatos de docentes e ACDs são compatíveis com a legislação que norteia o desenvolvimento das atividades, no âmbito de Educação Infantil brasileira. Contudo, é fundamental observar que os participantes não mencionaram a relevância de alguns aspectos fundamentais previstos na legislação, como a importância de estabelecer brincadeiras com intencionalidade pedagógica, do planejamento diário na organização do espaço, do tempo, dos materiais e da rotina. Esses resultados levam a crer que possivelmente, seja necessário atribuir maior ênfase a temas como esses, nos cursos de formação de educadores atualmente.
Historically, there were many difficulties faced in Brazil over the decades with the practice in Early Childhood Education institutions, in which the act of caring refers to the idea of welfarism and that of educating, to the idea of teaching and learning. However, much remains to be done so that very young children have their rights and needs recognized in Brazil. Caring and educating are essential functions that are part of Early Childhood Education, and must be operationalized in an inseparable way in the daily life of day care centers and preschools. There is, therefore, a need to overcome the historical dichotomy of these functions in institutions and to invest in activities that aim to promote the integral development of children, understanding education as a right. This study aimed to describe and compare the perceptions of early childhood education teachers and daily care assistants (ACDs), who work in day care centers in the city of Barretos/SP, about the functions of educating and caring for very young children, aged eighteen months to three years of age. The perceptions of these professionals in relation to the activities developed in the institutional routine were investigated. To achieve the objectives, the strategies adopted were: bibliographic research, documental research and field research. The field research was carried out in three early childhood education centers in the city of Barretos/SP. The participants were thirteen teachers and twelve assistants who serve very young children, from eighteen months to three years of age. The instrument used was a questionnaire sent online to the participants and structured in three parts: participant profile, perceptions about caring and educating and professional recognition. Data were categorized a posteriori, based on the participants' responses. A comprehensive description of the data collected was carried out, based on theoretical foundations relevant to the area of Developmental Psychology, highlighting the Piagetian perspective, among others. The reports of teachers and ACDs are compatible with the legislation that guides the development of activities, within the scope of Brazilian Early Childhood Education. However, it is essential to observe that the participants did not mention the relevance of fundamental aspects foreseen in the legislation, such as the importance of establishing games with pedagogical intention, of daily planning in the organization of space, time, materials and routine. These results lead us to believe that, possibly, it is necessary to give greater emphasis to topics such as these, in the training courses of educators today.
Historically, there were many difficulties faced in Brazil over the decades with the practice in Early Childhood Education institutions, in which the act of caring refers to the idea of welfarism and that of educating, to the idea of teaching and learning. However, much remains to be done so that very young children have their rights and needs recognized in Brazil. Caring and educating are essential functions that are part of Early Childhood Education, and must be operationalized in an inseparable way in the daily life of day care centers and preschools. There is, therefore, a need to overcome the historical dichotomy of these functions in institutions and to invest in activities that aim to promote the integral development of children, understanding education as a right. This study aimed to describe and compare the perceptions of early childhood education teachers and daily care assistants (ACDs), who work in day care centers in the city of Barretos/SP, about the functions of educating and caring for very young children, aged eighteen months to three years of age. The perceptions of these professionals in relation to the activities developed in the institutional routine were investigated. To achieve the objectives, the strategies adopted were: bibliographic research, documental research and field research. The field research was carried out in three early childhood education centers in the city of Barretos/SP. The participants were thirteen teachers and twelve assistants who serve very young children, from eighteen months to three years of age. The instrument used was a questionnaire sent online to the participants and structured in three parts: participant profile, perceptions about caring and educating and professional recognition. Data were categorized a posteriori, based on the participants' responses. A comprehensive description of the data collected was carried out, based on theoretical foundations relevant to the area of Developmental Psychology, highlighting the Piagetian perspective, among others. The reports of teachers and ACDs are compatible with the legislation that guides the development of activities, within the scope of Brazilian Early Childhood Education. However, it is essential to observe that the participants did not mention the relevance of fundamental aspects foreseen in the legislation, such as the importance of establishing games with pedagogical intention, of daily planning in the organization of space, time, materials and routine. These results lead us to believe that, possibly, it is necessary to give greater emphasis to topics such as these, in the training courses of educators today.
Descrição
Palavras-chave
Educação infantil, Educar e cuidar, Creche, Early childhood education, Educate and care, Nursery