Crianças institucionalizadas na educação infantil na escola regular: o que pensam professoras.

Abstract

The monograph is designed from the following research problem: What are the implications that institutionalization can raise the emotional and cognitive process of sheltered children? To answer this question we developed the following objectives: To describe and analyze the possible implications of the institutionalization in shelter can cause in the process of learning and development of children in early childhood; reflect on the perceptions that the teachers have about institutionalized children in regular school, and their influence in the process of teaching and learning; describe the experiences reported by teachers of early childhood education to children living in the halfway house, in the classroom environment. We work with the design of the Attachment Theory of theoretical John Bowlby (2002) and theoretician of early childhood education. We studied how is the relationship between teacher and student to stay or transfer of institutionalized children in school and to a better understanding, we bring a retrospective of the historical context and the changes in the child's conception, and approach the size of the relevance of the links affective proposed by the Attachment Theory. In the methodology we work with qualitative research from a semistructured interviews with seven teachers of two public schools in Cajazeiras / PB. The data analysis is divided into two themes: Implications that institutionalization may result in the teaching and learning of children in school; Relationship, school, shelter, family and community: dialogue necessary for child development. Finally, we believe our goals have been achieved, as well as our research problem was answered by considering the testimonies of the teachers and the specifics experienced in the classroom with children in shelters.