A complementaridade creche-família: retratos de uma creche pública municipal
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Data
2017-03-31
Autores
Piffer, Claudia Cristina Garcia [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Este texto trata de um estudo desenvolvido junto ao curso de Doutorado do Programa de Pós-Graduação em Educação da UNESP de Presidente Prudente – SP e se vincula à Linha de Pesquisa “Processos formativos, Infância e Juventude”. O objeto de pesquisa consistiu na relação creche-família e o problema referiu-se à complementaridade creche-família. Promover uma reflexão sobre a relação creche-família, a partir do questionamento da ideia de complementaridade preconizada pela LDBEN 9394/96, visando contribuir com a discussão na área, constituiu-se no objetivo geral da pesquisa. Foram estabelecidos como objetivos específicos: pesquisar na literatura o conceito de complementaridade e os indicadores da sua presença na relação creche-família; identificar e analisar, através da literatura sobre o tema, fatores que podem interferir na efetivação da complementaridade, no atual momento histórico da família brasileira e da creche pública e investigar as relações que se estabelecem entre uma creche pública e as famílias das crianças atendidas, verificando se apresentam indicadores da presença de complementaridade. A análise realizada teve como suporte teórico as abordagens que consideram as inter-relações entre criança, família e Educação Infantil, além de referenciais que concebem a família como uma construção histórica, social e reconhece a diversidade de configurações familiares. A Educação Infantil enquanto espaço de acesso ao conhecimento sistematizado diferenciando-a da família, e a relação creche-família que contemple: conhecimento mútuo; diferenciação e clareza dos papéis de ambas as instituições; estabelecimento de laços de confiança por parte da creche com as famílias; compartilhamento da educação da criança; comunicação entre os profissionais e a família pautada no diálogo e participação da família e comunidade na creche. O estudo decorreu numa abordagem qualitativa, classificada como exploratória e descritiva que incluiu os procedimentos metodológicos: pesquisa bibliográfica, pesquisa documental, observações na creche e entrevistas com profissionais e famílias. Os dados foram analisados tendo como suporte a análise de conteúdo e triangulados com base em autores que discutem o referido processo. Dentre os resultados obtidos destacam-se: a discussão sobre a complementaridade escola-família comparece ainda de forma incipiente na literatura pesquisada. Embora a relação creche-família apresente indicadores de complementaridade, essa não vem se processando da maneira como preconizada na LDBEN 9394/96, pois prevê uma família idealizada. A figura materna evidenciou-se como a principal responsável pelo estabelecimento de relações com a creche, porém, o desempenho do seu papel mostrou-se comprometido devido à sua atual condição na sociedade. O estabelecimento de limites compareceu como um ponto nevrálgico nas relações creche-família, evidenciado uma concepção idealizada de criança. Dentre os desafios propostos pela pesquisa enfatiza-se a necessidade de que outros setores, além do educacional, atuem junto às famílias para que estas possam desempenhar seu papel educativo de forma compartilhada com a creche.
This text is about a study conducted along the Doctorate Course of UNESP Presidente Prudente-SP Graduate Program in Education and linked to the research line "Formative Processes, Childhood and Youth". The research object was the daycare-family relationship and the problem referred to the complementarity nursery-family. The overall aim of the study was promoting a reflection on the relationship daycare-family, from the questioning of the idea of complementarity advocated by LDBEN 9394/96, to contribute to the discussion in the area. The following specific goals were estabilshed: searching the literature for the concept of complementarity and the indicators of its presence in the daycare-family relation; identify and analyze through literature on the subject, factors which may influence the effectiveness of complementarity, in the current Brazilian family and public daycare historical moment and investigate the relationships established between a public daycare and the families of children attended by checking if they show the presence of complementary indicators. The analysis was theoretically supported by the approaches that consider the interrelationships between child, family and childhood education, as well as references that conceive family as a historical and social construct and recognizes the diversity of family configurations. Early Childhood Education as an area of access to systematized knowledge differentiating it from the family, and from the daycare-family relationship that includes: mutual knowledge; differentiation and explicitness of the roles of both institutions; establishing bonds of trust by the day care with families; sharing concerning the education of the child; communication between professionals and family guided by the dialogue and participation of the family and of the community in the daycare. The study took a qualitative approach, classified as exploratory and descriptive which included the following methodological procedures: bibliographical research, documentary research, observations in the nursery and interviews with professionals and families. Data was analyzed having as support the content analysis and triangulated with a basis on authors who discuss the referred process. Among the results it is possible to highlight: the discussion of school-family complementarity is still incipient in researched literature. Although the family-daycare relationship presents complementary indicators, this is not taking place the way advocated in LDBEN 9394/96, since it predicts an idealized family. The mother figure was evidenced as the main responsible for establishing relations with the daycare, however, the performance of her role proved to be implicated due to her current status in society. The establishment of limits appeared as a particular issue in daycare-family relations, evidencing an idealized conception of child. Among the challenges posed by the research the need for other sectors in addition to the educational one, to act with families so as they can play their educational role in a shared way to the nursery is emphasized.
This text is about a study conducted along the Doctorate Course of UNESP Presidente Prudente-SP Graduate Program in Education and linked to the research line "Formative Processes, Childhood and Youth". The research object was the daycare-family relationship and the problem referred to the complementarity nursery-family. The overall aim of the study was promoting a reflection on the relationship daycare-family, from the questioning of the idea of complementarity advocated by LDBEN 9394/96, to contribute to the discussion in the area. The following specific goals were estabilshed: searching the literature for the concept of complementarity and the indicators of its presence in the daycare-family relation; identify and analyze through literature on the subject, factors which may influence the effectiveness of complementarity, in the current Brazilian family and public daycare historical moment and investigate the relationships established between a public daycare and the families of children attended by checking if they show the presence of complementary indicators. The analysis was theoretically supported by the approaches that consider the interrelationships between child, family and childhood education, as well as references that conceive family as a historical and social construct and recognizes the diversity of family configurations. Early Childhood Education as an area of access to systematized knowledge differentiating it from the family, and from the daycare-family relationship that includes: mutual knowledge; differentiation and explicitness of the roles of both institutions; establishing bonds of trust by the day care with families; sharing concerning the education of the child; communication between professionals and family guided by the dialogue and participation of the family and of the community in the daycare. The study took a qualitative approach, classified as exploratory and descriptive which included the following methodological procedures: bibliographical research, documentary research, observations in the nursery and interviews with professionals and families. Data was analyzed having as support the content analysis and triangulated with a basis on authors who discuss the referred process. Among the results it is possible to highlight: the discussion of school-family complementarity is still incipient in researched literature. Although the family-daycare relationship presents complementary indicators, this is not taking place the way advocated in LDBEN 9394/96, since it predicts an idealized family. The mother figure was evidenced as the main responsible for establishing relations with the daycare, however, the performance of her role proved to be implicated due to her current status in society. The establishment of limits appeared as a particular issue in daycare-family relations, evidencing an idealized conception of child. Among the challenges posed by the research the need for other sectors in addition to the educational one, to act with families so as they can play their educational role in a shared way to the nursery is emphasized.
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Palavras-chave
Educação infantil, Creche, Família, Profissionais, Complementaridade, Childhood education, Daycare, Family, Professionals, Complementarity