Infâncias na educação infantil: tecendo novas compreensões.

Abstract

The problem to be worked in this research is based on two questions: What is the conception of childhood of Child Education teachers and how do they develop educational activities, through the existence of children with differentiated childhoods? To answer these questions, we have the following objectives: to analyze the conceptions of childhood from the point of view of Early Childhood Education teachers; to present the understanding of childhood from a specific theoretical framework; to investigate different experiences of children in educational activities rooms, based on reports from teachers; and, to investigate the educational practice of Early Childhood teachers in the process of development of child's learning. The choice of this theme was based on experiences lived in the classroom, and in the development of the Discipline of Fundamentals and Methodology of Early Childhood Education monitorship, resting also on more deep reflections about child education. This work is organized taking into account a retrospective about the historical process of children and childhood and the development of issues related to early childhood education, from laws that address the right to education in a way that contemplates child's integrality. For this, as methodological procedure we used the qualitative research, through a semistructured interview, containing a total of six questions focused on our research object, in which the data collected were analyzed through the Thematic Analysis. So, four teachers working in the Early Childhood Education, in a day care center and pre-school of a municipal institution of the city of São João do Rio do Peixe- PB participated in this research. From the data collected, we obtained as results, that the teachers bring different visions on childhood (s)‘ conception (s), showing that childhood is crucial for the child life, however, in front of the variety of children and the contexts that they live, many are deprived of experiencing childhood, so they point to an understanding about the child, as the subject linked to affectivity, to play, however, do not bring the vision of a child as a subject that develops a social role, which is invested with rights. Finally, we saw that their contributions to this research were quite significant, since it was possible to dialogue with several authors to understand the childhoods in its pluralities, from the understanding of the research participants.