As interações entre adultos e crianças na visão dos professores de creche da rede municipal de Fortaleza: um estudo de caso

Abstract

This research aims at studying the interactions between adults and children through the view of the daycare of teachers from the network of the city of Fortaleza, Ceará. It was motivated by personal situations and professional observation of practices that made us attach great significance to these interactions. The theoretical framework is based on the socio-historical theory Vygotysky (2007), including other authors. The methodological procedures encompassed a field research in a perspective "case study", being used as a data collection instrument: scene analysis and the interview, instrument which seeks to gather the views of stakeholders involved in the research. The results showed that teachers identify traditional practices that disregard the competence of children and their rights, judging part of the history of early childhood education; however acknowledge that such practices are no longer acceptable to the current context, trying to adapt their daily lives to the new requirements, which should be further consolidated. They also show that there is still the need for more study and reflection for a better understanding and incorporation of ethical, political and aesthetic principles in the conduct of the teacher, as a reference interaction among children. We found, in regard to interactions, that the teachers attribute the expansion of knowledge of children, favoring their expression and creativity, the influence of affection for the child in building himself. And although the teachers point access to materials, the need to study and update and discussion with their peers in the work context and continuing education at the level of specialization and courses offered by the city, as possibilities that will contribute to the constant evolution the quality of interactions in the context of their practices. It is considered, finally, that to occur in the teaching group of early childhood education a progressive advancement of ideas, identity, practices with children, recognizing the importance of the relationship among social interactions in the institutional environment and child development, It is urgent that this process is driven significantly both by the educational authorities as the educational policies.