A dimensão da afetividade na construção da autonomia infantil: uma análise das interações entre crianças e professoras na educação infantil

• Autor(a) principal: Medeiros, Maria Fabrícia de
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/8500
• topic: Autonomia; Autonomy; Interações; Afetividade; Educação Infantil; Interactions; Affectivity; Childhood Education; CIENCIAS HUMANAS::EDUCACAO

This research was subject interactions and affection between teachers-child and child-child and its implications for the process of children's autonomy, whose main objective was to investigate whether and how the interactions and affection between child teachers and child-child contribute to construction of children's autonomy in the context of a Reference Center for Early childhood Education (CREI) of municipal João Pessoa. Based on the theoretical framework of Vygotsky's sociocultural psychology, we start from the understanding that social and emotional interactions experienced in the context of CREI can be promoters of child autonomy building processes. Thus, we seek to answer the following questions: how interactions manifest themselves in everyday CREI child between teachers and child-child? How these interactions may favor the construction of autonomy in the child? And affectivity features place this interactive process? For the feasibility study, we used the assumptions of qualitative research as an attempt to understand details of the meanings and situational characteristics of which our research would raise. For development of research we used the method of observation of ethnographic type. The instruments used in the production of data was the diary and the video recording of interactive episodes. The data were analyzed by means of micro genetic analysis of twelve (12) of interactive episodes videorecorded divided into three (3) types of main routes of the analysis, namely: child-child, teacher or monitor-child and child-teacher or monitors. The study subjects were 26 children of three (3) years, a teacher and a monitor that make up the room of maternal 2. The results indicated that the interaction took place with the highest incidence among children, even those standing in front of a room unfavorable with regard to equipment limitations, teaching resources, and wrapped in schooling practices, aimed at discipline. Still, it was evident in the survey, the children resisted and building their autonomy among peers. Thus, we conclude that the affective interactions exist between all observed subjects and in different situations, however, the interactions that influenced the children's autonomy were established among peers: Child-child when they showed security initiatives, more tranquility in express themselves freely, willingness to resist the disciplinary practices that were submitted, building thus its autonomy in peer relations even without the incentive to intensify these relations. Thus it is fair to say that we find an environment with interactions interspersed between affective and proporcionadoras the construction of autonomy (child-child) and other disciplinary (teacher or monitor-child).