Tese
Entrelaçamentos: o choro dos bebês e a docência na educação infantil
Fecha
2023-02-13Autor
Fernanda Pedrosa Coutinho Marques
Institución
Resumen
The research aimed to understand how babies' crying interferes in the educational-pedagogical
relationships developed in an EMEI in Belo Horizonte, Minas Gerais. Although the literature
on Early Childhood Education, especially the one on the care and education of babies,
emphasizes the importance of thinking about the place that babies occupy in interactions with
others in this context, and even the specificities that make up teaching with babies, there are
still few studies that address the theme of the cry, and even less frequent those that analyze it in
an articulated way with teaching actions. Based on this context, we propose a theoretical
dialogue between Sociology and Childhood Pedagogy, Child Anthropology, Child Education
and Historical-Cultural Psychology studies, in order to analyze the relationship between the cry
and the organization of times, spaces, materials in which the babies, teachers and auxiliary are
inserted; to analyze how the babies' crying interferes in their interactions with the teachers and
how it permeates the babies' interactions with their peers. From footage taken in a nursery class
at an EMEI in Belo Horizonte in 2017, we focused on analyzing the moments of directed
activities, once we identified that there was a greater interference of babies' crying at these
moments. The results indicated that there was a prevalence of an institutionalized routine to the
detriment of space-time for the babies' interactions moments in a more autonomous way. With
this, we found that the babies' actions and expressions signaled excessive control and a process
of disciplining their bodies by the teachers, as well as the babies' lack of interest in these
activities. We also observed that at times when these activities did not take place, the teachers
demonstrated greater physical and affective availability in the face of the babies' signals and
summons, with, therefore, a lower incidence of the cry. Regarding the interference of the cry in
teaching actions, we found that there is an interdependence between babies' crying and teaching
permeated by a relationship of power and dependence. The cry expresses a necessity and
fragility of babies who depend on another adult – in this case, the teachers – to constitute
themselves as a person, but on the other hand, exercise power over the other, in this case, their
teachers, inciting in them unexpected actions and practices and reflections that feed back into
teaching itself as well. We also identified how the cry appears as a triggering element of
simultaneous encounters and disencounters between babies and their peers. We were able to
verify that there are many encounters, even if brief, that took place between them, mostly during
times when there was no activity directed by the teachers. Thus, we affirm that babies, with
their actions, modify their own environment and transform it in a way that allows encounters,
disencounters and games. Based on these findings, we support the thesis that babies' crying is
a legitimate and important element to be considered in the pedagogical practices to be
developed with babies in daycare, contributing to the recognition of the active role of these
subjects and to the construction of teaching exercised with them. We still reiterate the necessity
for public policies for Early Childhood Education that aim better working conditions and
training spaces/times that allow reflections on the specificities of teaching with babies, as well
as on their development process at the beginning of life and the construction of practices that
focus on the baby itself and its forms of communication.