Cuidar e educar no espaço do berçário: expectativas das famílias

Abstract

The present study has investigated what are the expectations of the families of the nursery children on the care that was offered in this space. The objective was knowing families expectations who seek care in an institution of early childhood education for their children in the first year of life. To answer my question, Ive conducted an investigation through exploratory interviews with families, intervention with teachers as well as intervention with families in order to demonstrate the pedagogical work that is done in that space. The findings were analyzed from the perspective of considering the child's nursery as a social, historical and cultural subject. As theoretical support, Ive sought the contributions of authors such as Pino, Barbosa, Rech and Rosemberg, plus documents and laws that regulate the attendance of children in early childhood institutions. Rech presents us some theoretical views about man and education that have contributed to the understanding of some educational attitudes in the period between the sixteenth and twentieth centuries but that still have left their mark today. Pino will tell us that childs development should be treated in the perspective of the relationship between it and the middle and that development is not only natural or biological but also social, cultural and historical. It is this author who helps me in the sense that families still do not see their children as having the capacity to learn, and learn to interact with the environment. Families' expectations about the work on Umei, is consistent with the conception that they have about child and childhood. The findings have led me to conclude that families still carry the idea that the Umei is a space to leave their children while they work and in this space they expect that their children to be cared for their needs for sleep, food and hygiene. This conception comes from the appearance of the first institutions to care for small children. The research institution, at its turn, contributes, and sometimes even reinforces this view by the lack of a mechanism for more systematic information of pedagogical activities within the nursery.