O BEBÊ E A DOCÊNCIA NA CRECHE: contribuições da formação dialógica

• Autor(a) principal: da Costa Silva Bahia, Celi
• Data de Publicação: 2022
• Outros Autores: Mochiutti, Solange
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1684
• topic: Formación dialógica. Bebé. Enseñanza en guarderías; Dialogical formation. Baby. Teaching at day care.; Formação dialógica. Bebê. Docência na creche

The knowledge about the baby’s learning and development in collective environments and the teaching work with/for them is growing. However, few teachers who have access to this production. Without denying the importance of knowledge produced in the relationship with babies, it is necessary to provide to the teachers the access to the knowledge produced about teaching in very early childhood. The dialogical formation introduces itself as a possibility of value these knowledges in articulation with the scientifically produced knowledges. The study objectives is to analyze the contribution of dialogical formation to mobilize changes at day care routine. The research was of qualitative nature and used as information the reflective record of teachers participating of the project “Continuing education of early years teachers: teachers’ voices in the construction of knowledge about teaching with babies”. The results revealed that the training process permeated by action and reflection, in addition to the domain of knowledges or content, collaborated with the construction of reflective positioning that translated into actions and interpersonal relationships, what required of teachers to go beyond themselves and place themselves towards the other, be it the baby or the adult, in search of overcoming limits and the construction of other possibilities of being a teacher of babies; they also point to the need of working on the construction of training practices that ensure spaces of articulation of teachers' knowledge with scientific knowledge. Dialogic formation, as a collective act, permeated by dialogue, allows teachers to be enchanted with their own practice and motivate themselves to make necessary changes at day care.