As experiências de linguagem no contexto da creche: as vivências de uma turma de infantil iii num centro de educação infantil de Fortaleza

Abstract

This paper is a product of a research that aimed to analyze the experiences with different languages of a day care center class, considering the influence of those experiences in the increase of the children’s forms of expression. Bearing in mind the steps of a qualitative research (OLIVEIRA, 2010), studies were performed about the historical course of the day care centers in Brazil from Cruz (2000), Rosenberg (2006) and Kuhlmann Jr. (1998), about the multiple languages of children in Oliveira (2012), Vygotsky (1994) and Smith (1998), and also consulted laws and official documents (BRAZIL, 1996, BRAZIL, 2009a, etc.). The methodological resources used were the observation of the routine of a class of 3 years old pre-schoolers and an interview with their teacher. According to the results, the teacher promotes a great variety of activities with the languages, demonstrating pedagogical intentionality in her planning. Besides that, she considers that the gestual, plastic, dramatic, musical and verbal languages have equal importance on the children's development, and therefore she organizes space and time in order to promote all languages mentioned equally, having as guide of her practice the interactions and the plays. As factors that contributed to the constitution of her posture, the teacher points to her initial formation, the conceptions that guide the actions of the professionals in the Center of Early Childhood Education where she works and her good relationship with the educational assistant. This research expands the discussions about the promotion of children's multiple languages in the day care center, bringing reflections on the factors that favor quality pedagogical practices in this area. In this sense, it reaffirms the importance of the presence of classes of the Child Education sector in graduation courses in Pedagogy and highlights the influence of the work environment, with its conceptions of children and Early Childhood Education and professional relationships.