Bebês e Literatura: percursos em uma creche pública do município do Rio de Janeiro

• Autor(a) principal: Silva, Pablo Luiz de Faria Vieira da
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17054
• topic: Babies; Children's literature; Child education; Bebês; Creche; Literatura para crianças; Educação Infantil; Livros do bebê; Educação; Conflitos; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO PRE-ESCOLAR

The doctoral research sought to investigate pedagogical practices that relate babies and children's literature in a public municipal creche in Rio de Janeiro. The theoretical basis that allowed the construction of the research field was the discourse of otherness present in the contributions of Bakhtin (2011, 2014), Benjamin (2012) and Vigotski (2011, 2017). The thesis was developed in a qualitative research modality, in three moments: 1st) workshop in a Collective Studies Center of the 7th CRE-SME-RJ and the first visit to the unit; 2) period of insertion of babies in the day care center and participation in Roda de Conversa with families; 3rd) Case Study in a nursery group (1 year to 1 year and 11 months) from February to September 2019. The records (Logbook) of the observations regarding the interactions and games of the babies with the books, were carried out at from the stories read and narrated by the teachers and later organized as research events. The thesis presents discussions about childhood in the present time, in addition to analyzing the national and municipal public policies of Rio de Janeiro and its spatial, urban and social contexts that impact the daycare center (city, neighborhood, favela). The research events comprise experiences of the researched unit (insertion period, crying, planning, playing) and the nursery group (babies and books). The research recorded literature on babies as a social practice and an important cultural element for the development of children. This pedagogical modality expands the interactions and games in the daily life of the nursery group, both for the shared experiences and for the enrichment of plots of speech, imagination and understanding of reality. Both national and municipal public policies affirm the centrality of pedagogical work with literature in Early Childhood Education, with the daycare center being identified, in the context of the research, as a primary space for the lives of young children, their families and the continuing education of their professionals through be a space for collective life.