Aprendizagem no espaço do berçário: expectativas dos professores e dos familiares

Abstract

This study aims to discuss the expectations of teachers and family in relation to learning in the nursery of a Umei of Belo Horizonte. The gap between what the school sees and enables as learning and, therefore, considers necessary for childrens full development and what some families expect about the offered service, any conflicts that arise in the relationships established at school involving teachers and families, as well as the perceived differences in the expectations of those involved in caring for children nursery were some of the issues addressed in this study. Understanding that Umei constitute itself as a collective problem-space enabling new way of thinking and doing early childhood education, we developed, from Aguiar and Rochas perspective, a research-intervention. We choose to start the process with exploratory interviews with two mothers and two teachers who work in this space nowadays. Subsequently, a training was made about learning in early childhood education with the several school teachers surveyed. The responses were analyzed in the light of some official documents dealing with the care offered in early childhood education and, principally, we use as theoretical support, among others, Vygotskys contributions. From this perspective, we understand that each one of surveyed sectors hopes nursery children learn. The collected data let us to reaffirm the importance of discussing the expectations placed on nursery learning. Furthermore, it has reached the understanding that, in order to offer a treatment that respects childrens rights, we need to know their families and allow these know and understand the work that is developed in the nursery. Only thus, we will promote the appreciation of the interactions and their benefits in children's learning.