Cuidado e educação nas atividades do berçário e suas implicações na atuação profissional para o desenvolvimento e inclusão da criança de 0 a 18 meses.
Abstract
The insertion of children from 0 to 18 months old in children educational institutions,
especially in groups like day care centers, has promoted several studies related to factors
which involve such situation. Once one believes that these institutions will not only provide
experiences that promote the child s interaction with other people but also encourage the
development of the motor, perceptive and cognitive aspects, propitiating maturity so that the
child can reach the autonomy and independence, one can have, in theory, a motivating view.
Such phase can be considered the first one of the inclusive education. This study aims at
analyzing the daily activities proposed to the day care center as a resource for the
development of children from 0 to 18 months old. Documents on children education were
studied. The practices of seven professionals who work at two day care centers which are
linked to the Municipal Secretary of Education in Bauru were observed and interviews were
realized. Such day care centers were chosen because they belong to the Secretary of
Education mentioned above and are, thus, closer to fit the official documents which legislate
for the children education. Such instruments focused the daily activities developed with the
children. The data were organized according to analytic categories the day care center role,
the conception of educating, taking care and playing, deficiency and inclusion and the daily
activities organization were detailed. Such data were also analyzed according to the
qualitative approach, allowing the confrontation between the empirical and theoretical
material. The outcomes showed that the official documents do not discuss much about such
phase, thus, the relationship between the daily activities and their role in the child s
development is inaccurate. The care activities are prioritized and become part of the child s
education, once, from the professionals viewpoint, they have a disciplinary role. In such
context, the inclusion of children with special needs has some restrictions which express the
preconceived ideas about deficiency. These outcomes are justified not only by the lack of
knowledge about the child s development and the factors around it but also by the fact that
they link their activities to their personal experiences. Taking the current practice into
account, one should make efforts towards professional improvement so that they can
understand their actions, attributing to them an educational intention.