As interações dos bebês na creche: o que eles fazem e dizem?

Abstract

This research had as its object of study the interactions between babies within the context of childcare centers. A general objective of it was analyzing how babies aged 11 to 17 months interact at a childcare center provided by the city of Campina Grande, PB, Brazil. A specific objective of this research was investigating both baby-baby and baby-adult interactions, trying to identify the different languages involved in them. From contextual inferences, we have learned how babies are constituted through non conceptual languages. This study was based on such theoretical contributions as discussions about children potentialities in formal contexts of education, as well as the historical-cultural perspective, which approaches children's learning and constitution from interpersonal relationship, in their historical and cultural dimensions. This was a field research with a qualitative approach, which reveals the specificity of researching relationships that we cannot quantify. Data were constructed through participant observation and informal conversations with teachers. For data recording, a field diary, video recording and photographs were used. In our analysis, we resorted to narrative research and microgenetics, considering that this type of analysis directs our look towards the phenomenon of human experience, besides privileging the individual inserted in social contexts, in this case, day care centers. Our analysis made it possible to assign meanings to babies' interactions and the production of languages between them and with adults. This research has, thus, evidenced the non conceptual languages of babies as a result of their interactions, which, at the same time, allow more sophisticated interactions, if it is meant by the other interacting partner. The study also pointed out that, in the game of interactions and languages, there is the subjective construction and constitution of babies when, through their interactions, they share, help and assert themselves through their gestures, actions and babbling. It also revealed the need for a careful education that involves attentive and sensitive listening to babies' gestures and actions at day care centers, aiming at assigning a sense to them, producing and / or contributing to the process of building respectful pedagogical practices, humanely more balanced, with a view to meeting children's demands, therefore, a socially referenced education.