Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis

Detalhes bibliográficos
Autor(a) principal: Albuquerque, Jéssica Andrade de
Data de Publicação: 2021
Outros Autores: Aquino, Fabíola de Sousa Braz
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Psicologia USP (Online)
Texto Completo: https://www.revistas.usp.br/psicousp/article/view/202646
Resumo: Based on the understanding that conceptions guide professional practices and considering such understanding essential for the formulation of intervention strategies that enhance professional actions, this article addresses the conceptions of childhood educators regarding their work with infants in daycare centers and the development of infants in these contexts. This study was conducted with data collected by interviews conducted with five teachers working in public daycare centers. The audio was recorded and transcribed, and responses were analyzed using Bardin’s content analysis procedures. Our results indicate a dissonance between what is said by educators and what is postulated by both development theorists and official documents guiding Brazilian Early Childhood Education. These findings assert the relevance of continued training, including child development and environments of caregiver-child interactions to enhance these aspects and favor interactive processes.
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spelling Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantisCaregiver-child interactions in daycare centers: a study on the conceptions of early childhood educatorsconceptionseducatorsnurseriesinfantschild developmentconcepçõeseducadorascrechesbebêsdesenvolvimento infantilBased on the understanding that conceptions guide professional practices and considering such understanding essential for the formulation of intervention strategies that enhance professional actions, this article addresses the conceptions of childhood educators regarding their work with infants in daycare centers and the development of infants in these contexts. This study was conducted with data collected by interviews conducted with five teachers working in public daycare centers. The audio was recorded and transcribed, and responses were analyzed using Bardin’s content analysis procedures. Our results indicate a dissonance between what is said by educators and what is postulated by both development theorists and official documents guiding Brazilian Early Childhood Education. These findings assert the relevance of continued training, including child development and environments of caregiver-child interactions to enhance these aspects and favor interactive processes.Este artigo aborda as concepções de educadoras infantis sobre suas atuações com bebês em creches e sobre o desenvolvimento dos bebês nesses contextos. Parte-se da compreensão de que as concepções orientam as práticas profissionais, sendo fundamental compreendê-las para formular estratégias interventivas que potencializem as ações profissionais em creches. Participaram do estudo cinco professoras de educação infantil de creches públicas, as quais responderam a uma entrevista cujo áudio foi gravado e posteriormente transcrito. As respostas das entrevistas foram avaliadas por meio da análise de conteúdo de Bardin. Os resultados revelaram uma dissonância entre as verbalizações das educadoras e o que postulam teóricos do desenvolvimento e os documentos oficiais que norteiam a Educação Infantil brasileira. Diante do exposto, afirmamos a relevância das formações continuadas e sugerimos que elas englobem o desenvolvimento infantil e as interações educadorcriança- ambiente, na direção de potencializar esses aspectos e favorecer os processos interativos.Universidade de São Paulo. Instituto de Psicologia2021-11-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://www.revistas.usp.br/psicousp/article/view/20264610.1590/0103-6564e200173Psicologia USP; v. 32 (2021); e200173Psicologia USP; Vol. 32 (2021); e200173Psicologia USP; Vol. 32 (2021); e2001731678-51770103-6564reponame:Psicologia USP (Online)instname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/psicousp/article/view/202646/186738https://www.revistas.usp.br/psicousp/article/view/202646/186739https://www.revistas.usp.br/psicousp/article/view/202646/192835Copyright (c) 2022 Psicologia USPhttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessAlbuquerque, Jéssica Andrade deAquino, Fabíola de Sousa Braz2022-09-30T13:18:46Zoai:revistas.usp.br:article/202646Revistahttps://www.revistas.usp.br/psicouspPUBhttps://www.revistas.usp.br/psicousp/oairevpsico@usp.br1678-51770103-6564opendoar:2022-09-30T13:18:46Psicologia USP (Online) - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis
Caregiver-child interactions in daycare centers: a study on the conceptions of early childhood educators
title Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis
spellingShingle Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis
Albuquerque, Jéssica Andrade de
conceptions
educators
nurseries
infants
child development
concepções
educadoras
creches
bebês
desenvolvimento infantil
title_short Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis
title_full Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis
title_fullStr Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis
title_full_unstemmed Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis
title_sort Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis
author Albuquerque, Jéssica Andrade de
author_facet Albuquerque, Jéssica Andrade de
Aquino, Fabíola de Sousa Braz
author_role author
author2 Aquino, Fabíola de Sousa Braz
author2_role author
dc.contributor.author.fl_str_mv Albuquerque, Jéssica Andrade de
Aquino, Fabíola de Sousa Braz
dc.subject.por.fl_str_mv conceptions
educators
nurseries
infants
child development
concepções
educadoras
creches
bebês
desenvolvimento infantil
topic conceptions
educators
nurseries
infants
child development
concepções
educadoras
creches
bebês
desenvolvimento infantil
description Based on the understanding that conceptions guide professional practices and considering such understanding essential for the formulation of intervention strategies that enhance professional actions, this article addresses the conceptions of childhood educators regarding their work with infants in daycare centers and the development of infants in these contexts. This study was conducted with data collected by interviews conducted with five teachers working in public daycare centers. The audio was recorded and transcribed, and responses were analyzed using Bardin’s content analysis procedures. Our results indicate a dissonance between what is said by educators and what is postulated by both development theorists and official documents guiding Brazilian Early Childhood Education. These findings assert the relevance of continued training, including child development and environments of caregiver-child interactions to enhance these aspects and favor interactive processes.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-08
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/psicousp/article/view/202646
10.1590/0103-6564e200173
url https://www.revistas.usp.br/psicousp/article/view/202646
identifier_str_mv 10.1590/0103-6564e200173
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://www.revistas.usp.br/psicousp/article/view/202646/186738
https://www.revistas.usp.br/psicousp/article/view/202646/186739
https://www.revistas.usp.br/psicousp/article/view/202646/192835
dc.rights.driver.fl_str_mv Copyright (c) 2022 Psicologia USP
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Psicologia USP
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidade de São Paulo. Instituto de Psicologia
publisher.none.fl_str_mv Universidade de São Paulo. Instituto de Psicologia
dc.source.none.fl_str_mv Psicologia USP; v. 32 (2021); e200173
Psicologia USP; Vol. 32 (2021); e200173
Psicologia USP; Vol. 32 (2021); e200173
1678-5177
0103-6564
reponame:Psicologia USP (Online)
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Psicologia USP (Online)
collection Psicologia USP (Online)
repository.name.fl_str_mv Psicologia USP (Online) - Universidade de São Paulo (USP)
repository.mail.fl_str_mv revpsico@usp.br
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