THE CARE AND EDUCATION OBSERVED IN THE INTERACTION AND PLAYING PLANNED BY TWO TEACHERS OF THE NURSERY

Abstract

The qualitative research, characterized as descriptive-analytic, presented here, was linked to the research line 'Formative Processes, Childhood and Youth' and to the Graduate Program for Master's in Education, Faculty of Science and Technology - FCT / UNESP and was carried out during the years 2014-2016, and had as objective research is to see whether the Practices of two Nursery (0-2 year-olds) teachers match with the Pedagogical Proposal in the assigned municipal nursery as well as with the National Curricular Headlines for Child Education. To carry out the research, the following methodological instruments were selected: documentary analysis, semi-structured interview and observation. Through the document analysis, we infer that great deal of the items established in the National Curricular Headlines for Child Education complied by Pedagogical Proposal of the researched institution. During the interviews, the teachers' answers did not reveal questions related to the axes of interaction and play, but when they underlined that there is a peculiarity in nurseries, through playing, we infer that those axes were present since they are interrelated. The findings in relation to the chosen analytical axes, interaction and play, show that the intentional planned practices for those moments respond more to the experiences seen in the DCNEI (BRASIL, 2009a) than to those specified by the Pedagogical Project of the institution. The investigated institution a differentiated structure and training of teachers and the way they consider teachers-researchers. Because of this, it is noteworthy in the context almost always so in need of practices that integrate care and education through interaction and play.