Um locus de constituição do humano

Abstract

The baby insert in the day care center, increasingly demanded, especially for working families, is constituted as expanding of the circle of interpersonal relationships of a human being still very young. From the assumptions of historical-cultural approach, it is understood that in addition to the phylogeny and ontogeny, the constitution of the human being also has sociogenetic and microgenetic dimensions. The higher psychological functions that characterize the homo species are constituted by internalization of appropriations of interpersonal relationships. The self is constituted by the other, by the experiences and conditions between us. In the context of the day care center, infants and educators mutually affect and constitute themselves. Considering these assumptions, this study aimed to investigate what kinds of conditions the experiences that took place in the cultural environment - day care center cause in the constitution of babies and educators as human beings. To that end, we conducted an ethnographic study of a group of 12 babies between eight and 24 months old, and five educators of a public day care center of the Juiz de Fora city, over a year, throughout your routine. The theoretical and methodological basis was constituted mainly by dialogue between the cultural-historical perspective and the assumptions of interactional ethnography. The research instruments were the participant observation, mediated by shooting and the field notebook. It was found that: i) the day care center is constituted as a family extension for babies and therefore how important the context of interpersonal relationships in his early life, which affects their development process as a human being; ii) the cries, smiles, babbles and body movements of the babies gain significance primarily for educators: only after the baby comes to self-consciousness; iii) the construction of autonomy of babies, as getting up and eating, is highly encouraged throughout the year in the day care center; iii) the educators have an extensive and exhaustive work routine in which act as mediation tools of cultural development processes of several babies at the same time; v) social interactions of educators with babies affect them and themselves signification processes; vi) the need to discuss the visibility that educational policies have been giving to babies and educators in the context of the day care center.