O movimento do bebê na creche: indício orientador do trabalho docente
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Data
2017-06-20
Autores
Silva, José Ricardo [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, UNESP – Campus de Presidente Prudente, vinculada à Linha de Pesquisa: Processos formativos, infância e juventude. A presente pesquisa foi motivada a partir de constatações teóricas que indicavam que, no trabalho com bebês em creche, de modo geral, ainda há concepções assistencialistas que caracterizam a rotina como afazeres domésticos, focado na proteção, alimentação e higiene, caracterizando o trabalho docente como não diretivo, espontâneo, embasado no cotidiano e na espera pelo desenvolvimento do bebê que há de vir e que, por isto, não há trabalho pedagógico a ser realizado com ele. Contrariando estas concepções, a teoria histórico-cultural nos auxilia a afirmar que o bebê humano, candidato à humanização, necessita de relações humanas de qualidade que garantam seu desenvolvimento. Para desenvolver este trabalho, o professor pode deixar-se guiar por indícios emitidos pelos bebês como representativos de sua situação social de desenvolvimento. Portanto, defendemos a tese de que os movimentos realizados pelos bebês, podem ser utilizados como orientadores da prática do professor. Assim, o objetivo geral desta tese é apontar a correspondência entre os movimentos externalizados e a situação social de desenvolvimento dos bebês no primeiro ano de vida. Nossa hipótese é que, com isso, os professores poderão incidir sobre as neoformações dos bebês, em sua zona de desenvolvimento potencial e, então, contribuir no processo de humanização destes pequenos. Na busca de demonstrarmos essa tese, adentramos uma instituição de atendimento à bebês para coletar dados. Quatro bebês (07 a 10 meses de idade) foram fotografados e filmados enquanto se relacionavam com o entorno composto por diferentes materiais, tempo e pessoas. O materialismo histórico e dialético, enquanto método de pesquisa, nos auxiliou na compreensão do movimento realizado pelo bebê em suas múltiplas determinações. Desta compreensão, emergiram categorias de análises que apontaram as necessidades internas dos bebês enquanto se moviam (os objetos e os adultos presentes). A partir desse indicativo, realizamos algumas proposições com os bebês com o intuito de demonstrar a tese e contribuir com o trabalho do professor de creche. Em âmbito institucional, faz-se necessário que o professor responsável por bebês planeje, organize, disponibilize tempo, espaço e materiais que promovam vivências que contribuam para o processo de humanização em questão.
This research was developed on the Graduate Program in Education of the Faculty of Sciences and Technology, UNESP - Presidente Prudente Campus, linked to the Research Line: Formative processes, childhood and youth. The present research was motivated by theoretical findings that, in the work with infants in daycare, in general, there are still welfare concepts that characterize the routine as domestic tasks, focused on protection, food and hygiene, characterizing the teaching work as Non-directive, spontaneous, based on daily life and waiting for the development of the baby to come and that, therefore, there is no pedagogical work to be carried out with him. Contrary to these conceptions, the historical-cultural theory helps us to affirm that the human baby, candidate for humanization, needs quality human relationships that guarantee its development. In order to develop this work, the teacher can be guided by signs emitted by the babies as representative of their social development situation. Therefore, we defend the thesis that the movements performed by the babies can be used as guiding the teacher's practice. Thus, the general objective of this thesis is to point out the correspondence between outsourced movements and the social developmental situation of infants in the first year of life. Our hypothesis is that, with this, teachers will be able to focus on the new formations of the babies, in their zone of potential development and, then, to contribute to the process of humanization of these infants. In order to demonstrate this thesis, we entered a baby care institution to collect data. Four babies (7 to 10 months old) were photographed and filmed while relating to the environment composed of different materials, time and people. Historical and dialectical materialism, as a research method, helped us to understand the movement carried out by the baby in its multiple determinations. From this understanding, categories of analyzes emerged that pointed to the internal needs of the babies as they moved (objects and adults present). From this indicative, we make some propositions with the babies in order to demonstrate the thesis and contribute to the work of the day care teacher. At the institutional level, it is necessary that the teacher responsible for babies plan, organize, make available time, space and materials that promote experiences that contribute to the process of humanization in question.
This research was developed on the Graduate Program in Education of the Faculty of Sciences and Technology, UNESP - Presidente Prudente Campus, linked to the Research Line: Formative processes, childhood and youth. The present research was motivated by theoretical findings that, in the work with infants in daycare, in general, there are still welfare concepts that characterize the routine as domestic tasks, focused on protection, food and hygiene, characterizing the teaching work as Non-directive, spontaneous, based on daily life and waiting for the development of the baby to come and that, therefore, there is no pedagogical work to be carried out with him. Contrary to these conceptions, the historical-cultural theory helps us to affirm that the human baby, candidate for humanization, needs quality human relationships that guarantee its development. In order to develop this work, the teacher can be guided by signs emitted by the babies as representative of their social development situation. Therefore, we defend the thesis that the movements performed by the babies can be used as guiding the teacher's practice. Thus, the general objective of this thesis is to point out the correspondence between outsourced movements and the social developmental situation of infants in the first year of life. Our hypothesis is that, with this, teachers will be able to focus on the new formations of the babies, in their zone of potential development and, then, to contribute to the process of humanization of these infants. In order to demonstrate this thesis, we entered a baby care institution to collect data. Four babies (7 to 10 months old) were photographed and filmed while relating to the environment composed of different materials, time and people. Historical and dialectical materialism, as a research method, helped us to understand the movement carried out by the baby in its multiple determinations. From this understanding, categories of analyzes emerged that pointed to the internal needs of the babies as they moved (objects and adults present). From this indicative, we make some propositions with the babies in order to demonstrate the thesis and contribute to the work of the day care teacher. At the institutional level, it is necessary that the teacher responsible for babies plan, organize, make available time, space and materials that promote experiences that contribute to the process of humanization in question.
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Palavras-chave
Bebês, Movimento, Teoria histórico-cultural, Desenvolvimento infantil, Intervenção pedagógica, Babies, Movement, Historical-cultural theory, Child development, Pedagogical intervention