Desenvolvimento e afeto na compreensão de professoras de bebês e crianças bem pequenas: uma análise Histórico-Cultural

Abstract

The research object of study is the relationship between affection and child development. It aims to analyze how daycare teachers' understanding of affection and child development can impact relationships with babies and very young children. As resulting objectives, it is proposed to characterize the practices of daycare teachers; to identify the teachers' understanding of development and affection and how they are revealed in their pedagogical practices, as well as to understand how the teachers' understanding of affection and development can impact on relationships with babies and very young children within the day care center. The views start from practice, more specifically in the link between Pedagogy and Psychology, identifying gaps in relation to the understanding of child development and affection, as well as the impacts on pedagogical practices. In this way, the epistemological axis that guides the research is the Historical-Cultural theory, organized by Vygotsky and his followers, based on historical-dialectical materialism. We approach the development of the psyche and use the concepts of periodization of psychic development discussed by Vigotski (1996), Elkonin (1987), Lísina (1987), Leontiev (1978), as well as studies by Pasqualini (2016), Martins (2020) , Mello (2017), Eidt (2016), Cheroglu (2014; 2020) and Magalhães (2011; 2020). For data generation, narrative interviews and focus groups were used. Eleven daycare teachers who work in three Municipal Centers for Early Childhood Education (CMEI) in the city of Ponta Grossa, previously selected, participated in the research. The results of the research indicate that the teachers, for the most part, understand affection as a demonstration of affection, through kisses and hugs. Regarding development, it is understood from a biological perspective, based on processes of maturation of internal structures. The practices reveal the predominance of adult action and the understandings impact the practices in the sense of limiting and reducing the offer of situations that favor the development of children. Finally, considering that the educational processes at this stage constitute an important space for the appropriation of culture and human relationships, we understand the importance and the need to expand understandings and studies on affection and development in the context of Early Childhood Education. In this way, the research contributes with reflections on the teacher training of daycare teachers, as well as on the quality of the pedagogical practice in this educational stage.