VALHO, Geilza Simplício do.
Resumo:
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.
