Os espaços dos bebês na creche: contribuições das produções científicas brasileiras (2009-2018)

Abstract

The theme of spaces, as shown by the official Brazilian documents and the existing literature, has increasingly revealed its importance in daily pedagogical practices with babies in daycare centers. In this sense, the present research aimed to identify, describe and analyze the contributions of Brazilian scientific productions of the last decade (2009-2018), which deal with the spaces of babies in daycare, making their convergences evident. Therefore, methodological inputs and procedures from documentary and bibliographic research, exploratory and descriptive studies and content analysis techniques were used. As a theoretical reference, the research started from reflections on the space of babies in daycare center present in the Legislation and in the Official Brazilian Documents, in the Cultural-Historical Theory, in the Italian Approach of Reggio Emília and in other contemporary authors who have studied the theme. The study allowed to map and present an overview of the Brazilian scientific productions present in the annals of the national meetings of ANPEd and the repositories of BDTD and CAPES, as well as to elaborate five thematic axes around which the referred productions gravitated, being: 1. Space as an opportunity for interaction, mediation and access to culture; 2. Space as a place for babies; 3. Space as a curricular element, educator of babies and partner of educators; 4. Space as a context for babies' protagonism and 5. External space as a context of collective life for babies. The analysis of the thematic axes revealed that: the space, when well organized, expanded and enriched, with educational intent, favors interactions, acts as a mediator and expands the babies' contact with cultural goods; space, when it goes beyond its physical dimensions, constitutes a place for babies, through the senses and meanings that they give to it, because place is affection, it is relationship, it provides security and construction of identities; space is a curricular element in teaching with babies, it is an enhancer for their learning and a partner of educators in the process; the space is a context for the participation of babies who are active subjects and need to be heard when planning, organizing and evaluating educational proposals that involve spaces; the external spaces are contexts of collective life for babies, the classroom cannot be the only educational space for them in the nursery, all spaces are equally important. Finally, the Integrating Synthesis made evident some convergences between the scientific productions of the last decade: recognition of babies as subjects in daycare centers; the importance of planning and organizing spaces with educational intent, in view of the conception of each educator and school institution about the baby, the child, childhood and early childhood education; the need and the importance of investing in the continuing education of educators, in service or in other training spaces; and lastly, the emergence of the theme of external spaces, a tendency of more contemporary works to problematize the presence of babies in these spaces.