Os movimentos de participação construídos por e entre bebês e crianças maiores em uma turma de berçário.

Abstract

This thesis deals with an ethnographic inspiration research with babies conducted in a nursery class of the Unidade de Educação Infantil Ipê Amarelo (Infant Education Unit Ipê Amarelo) in Santa Maria / RS, with 10 babies from 1 year and 2 months to 2 years and 4 months (August 2017) and consists in the defense that the movements of participation of the babies in the daily of the children’s school carry with them traces of the infantile cultures, and are opportunities to modify the educative practice. The overall goal was to analyze how babies experience the participation movements built by and among them and with the older children in a nursery class at the children’s school. Considering that the participation movements of the babies may be related to two dimensions, that is, the relationships among babies, babies with other children or babies with adults (nursery school teachers, families and other people who attend or visit them) and the organization of the children’s school, the specific objectives were: to analyze how the issue of the participation of babies in academic research has been understood/discussed; to analyze the participation movements of the babies among themselves, with the older children and with adults; to identify the limits of the participation of the babies in the organization of the children’s school and to reflect on what happens with the participation movements initiated by the babies in the routine of the children’s school. The data were generated from observation, image records and field notes which, when they were worked, constituted the Narrative Descriptive Journal containing the images, descriptions and narrations of what had been experienced with the babies on each observation day. The data contained in the Journal were submitted to a process of interpretive analysis (GRAUE; WALSH, 2003), from which the analysis dimensions related to play, reception and changes in educational practices were being built. The metaphor of the global web on peer culture (CORSARO, 2011) served as an inspiration to visualize the participation movements of the babies and the crossings suffered by elements of daily life, educational practices and issues of law. The theoretical aspects of the field of Childhood and Child Studies, especially the contributions of the Sociology of Childhood, Child Anthropology and Cultural Psychology, as well as authors of the History of Childhood and Education articulate and relate themselves in the composition of necessary and important references to think about the issue of the participation of the babies in children’s school. Through the analyzes, it was possible to perceive that, from the point of view of academic researches, it is necessary to expand the studies in the area of education, taking the point of view of the children on the investigated aspects especially when we refer to the babies, since they are in children's institutions, they deserve to have their voices heard. From the point of view of the experienced with the babies, the participation movements built in the daily relations of the babies with each other, with the older children and also with the adults are experienced in different and peculiar ways for each of them, presenting traces of the infantile cultures and suffering crossings of different orders that either limit or enable such movements. Therefore, it was possible to identify that the way in which play spaces are organized and the way how adults interfere in the actions of the babies are factors that can limit or enable their participation in the daily life of the children’s school. From this, what happens is the babies, in one way or another, participate in innumerable situations in the daily life of the children’s school, modifying the educational practice and providing challenges about building a new adult culture, capable of observing, understanding and apprehending its modes of participation.