Práticas de disciplinamento e controle dos corpos dos bebês na creche

Abstract

This study investigates practices regarding the disciplining and control of babies' bodies within the daily routine of daycare centers. The research aims to understand how practices controlling babies' bodies manifest in the institutional daily routine and to reflect on how early childhood educators can move beyond forms of controlling and disciplining children's bodies, thereby promoting pedagogical practices that are more sensitive, respectful, and committed to babies' rights. The central research question is: how do practices controlling babies' bodies occur in the daily life of daycare centers, and how can early childhood teaching overcome logics of disciplining to foster pedagogical relationships that respect babies' forms of expression? Methodologically, this is a qualitative study of a bibliographic nature (Malheiros, 2011), combined with narrative research on lived experiences (Lima, C. Geraldi, & J. Geraldi, 2015); it also draws on field journal entries produced while the author worked as an Education Assistant at a municipal Early Childhood Education Center in Sorocaba (Proença, 2022). The study is structured around four reflective movements: the methodological approach; a theoretical discussion on early childhood, babies in daycare, and body disciplining, engaging primarily with Michel Foucault and researchers in the Sociology of Childhood and Early Childhood Education; an analysis of three pedagogical scenarios involving play, sleep, and feeding times; and, finally, the concluding remarks. The reflections reveal that frequently naturalized daily practices can generate forms of control over babies' bodies and highlight the need to strengthen a teaching practice grounded in sensitive listening and respect for the rhythms, bodily expressions, and rights of young children.