Poéticas da infância: saberes que emergem no encontro com crianças desde bebês no cotidiano da Educação Infantil.

Abstract

This research was conducted from an investigative perspective on the educational processes experienced in the daily life of an Early Childhood Education Center in the city of São Paulo, linked to the Municipal Department of Education, publicly recognized for the work it performs. The study follows the daily life experienced of children from infancy in this education institution, analyzing the conditions for guaranteeing broad childhood rights in of contexts collective life. Based on observations of the educational context, this study sought to identify aspects of the educational proposal and daily pratices that foster children’s participation, authorship, and autonomy of children, from infancy, in their creative journeys. It recognized the possibilities of play in daily experiences, the environment of spaces, and the organization of time, analyzing how children, from infancy, experience their subjectivities in collective life contexts based on the conditions offered. The theoretical basis is childhood studies, notably the Sociology of Childhood, proposing an investigation with children in dialogue with educational processes through an ethnographic case study of the work carried out by the institution that is the locus of the research, understanding children, from infancy, as social and cultural subjects who participate actively in daily educational life. This is a qualitative, participatory research study involving children from infancy onwards, within a real-life context of interactions and discoveries. Data was collected through a process of immersion in reality with active and participant observation, using photographic images, written records in a field diary, videos, and other materials to understand the children’s expressiveness, narratives, and perspectives. The study also utilized listening and dialogue processes with the institution’s professionals, especially the management team (director and pedagogical coordinator) and teachers, through interviews and informal conversations established throughout the research. The records produced by the teachers of the class, that is the focus of the research (reports, lesson plans, photos, and videos) also contribute to the collected material for understanding the research object. Therefore, it aims to recognize institutional educational conditions that respect, consider, and listen to children’s expressions, welcoming childhoods in their diversity, differences, subjectivities, and potential, presenting new ways of practicing teaching and constructing education with children from infancy onwards.