Práticas pedagógicas e a promoção da autonomia do bebê na creche: concepções de professoras de redes públicas

Abstract

This research objective is to analyze pedagogic practice and conception of daycare teachers when it comes to promoting the baby's autonomy departing from their perspective. The theoretical basis is composed of participative pedagogy authors, such as Júlia Oliveira- Formosinho, João Formosinho, Loris Malaguzzi, Carlina Rinaldi, Anna Tardos, and Judit Falk, which departs from the conception of children as active subjects, being capable of developing their autonomy since babies. This research is characterized as qualitative and a case study, the methodological procedure was a half-structured interview, by videoconference, with three daycare teachers from the Brazilian state of Ceará’s public schools, more specifically in the cities of Fortaleza, Maracanaú, and Maranguape. In data analysis, it was possible to notice the conception of child and teacher’s role has influenced autonomy promotion. The three teachers presented different visions about the child's concept, and it becomes more evident on the importance attributed for the babies’ autonomy and practice reports which consider autonomy exercises in their routine. It was noticed that, when the teachers have a theoretical basis and law knowledge, this expertise occurs primarily in their discourse and some performances, but not in pedagogical practices. Therefore, it was found that babies' autonomy promotion occurs, majorly, on physical care moments, revealing a reduced and incomplete vision of autonomy, which includes possibilities of negotiation and choices in the baby's relationships with others and the teachers. This incomplete vision of autonomy implies misconceptions about the environment's organization and daily practices. The three teachers expressed elements that difficulties or facilitate babies’ autonomy promotion, highlighting family behavior. This study concludes that babies' autonomy promotion is important to accomplish quality pedagogical practices in Early Child Education and, for this, is necessary a researcher teacher profile, sensitive and considerate to children’s needs and interests, besides that, counts with good conditions on school’s physical space, materials, and continuous education processes.