Ser criança e ter infância: uma análise a partir dos novos estudos sociais.

Abstract

The present research had as main objective to analyze the conceptions of childhood and child in the vision of teachers of Infant Education of the city of Aparecida-PB. From this objective were outlined four others that gave more specificity to our work, which are: discuss the categories of childhood and child from the new social studies, to investigate teachers' conceptions about childhood and its implications in teaching practice; to understand the place of play in the means to the processes of socialization in Early Childhood Education, as well as to reflect on the importance of initial formation for a quality work in Early Childhood Education. The research emerged from the following question: what are the conceptions of children and childhood of teachers of the public network of the city of Aparecida-PB, and what does this imply in their practice in the field of Early Childhood Education? In the methodology we used the qualitative research through a semi-structured interview containing five questions-themes. The data were analyzed from the Thematic Analysis procedure. Four teachers from the municipal public network of the city of Aparecida-PB, aged between 30 and 50, participated in the study. The results of the collected data show that it is common to see the terms child and childhood to be understood as having the same meaning, so that it is paramount that educational professionals know how to differentiate these conceptions so that they truly understand the child as he really is, that is, as a social actor capable of transforming the environment in which it is inserted. And childhood as a social construction, which is experienced in a particular and individual way by each child.