Criança em tempo integral e professoras em tempo parcial: estratégias das professoras para a organização do cuidado e educação dos bebês em uma Unidade Municipal de Educação Infantil

Abstract

This study aimed the understanding of how teachers of the Municipal Unit of Child Education develop the routines of one-year-old and two-year-old babies that remain full time in the institution; it discuss the challenges and solutions found. It is pondered how the teachers are organized to carry out a routine for the care and education of children in full-time, in an institutional organization that structures their work in partial shifts, and which elements contribute to the quality of the education of full-time children who are so young. The contributions of the theoretical field about integral education, and the elements that are important when considering the routine of babies, substantiate the approach onto the search field, through participant observation (one of the methodologies used). The results of this observation were described in this paper and provided the analysis along with the teachers, due to the return of this research, through another methodological strategy: the focus group. The final results showed that the quality of interactions between teachers and young children, the respect between the team and to the children, and the commitment to the institutional organization, minimize the impact of the fragmentation of the working hours in the routine of children. The work also allowed to reflect on aspects that should be considered to qualify the routines of babies and of the very institutional organization.