Desenvolvimento integral de bebês e atenção às possibilidades de intervenção a tempo : uma proposta de formação para profissionais da creche

Abstract

This thesis aims to study the training of teachers with a view to enhancing their experiences and performance in educational spaces that are conducive to the integral development of babies. Thus, the following research question emerges: how can teacher training contribute to a redefinition of the performance of these professionals in educational spaces, in order to enhance the development of babies and favor the identification of possibilities for attention and intervention in time? Therefore, the general objective is to highlight how teacher training can contribute to a redefinition of the performance of these professionals in educational spaces, favoring the development of babies and the identification of possibilities for intervention in time. Initially, scientific works related to the topic were mapped in repositories such as BDTD-IBICT, SciELO and PubMed, resulting in the elaboration of a state of knowledge linked to the educational field. The corpus of analysis consisted of 42 publications, which allowed the construction of the following categories: Child development and quality of life; Role of professionals and the environment in Early Childhood Education; Documentary research; Training of Early Childhood Education professionals; and Psychological suffering and timely intervention. Next, a theoretical study of the topic was carried out, divided into three sections: The baby: development, knowledge and suffering; The daycare: the bases, the professionals, the spaces; and Teacher training. The study was developed using a qualitative approach, which found in action research a methodology capable of establishing a collaborative relationship between the researcher and the research participants. The professionals and the nurseries of four Early Childhood Education schools were approached. The instruments used to produce data were: a sociodemographic questionnaire; semi-structured interviews; and non-participant observation of the routine of the nurseries and babies, recorded in field diaries. Then, a training proposal was developed and offered to these professionals: “Teaching with babies: comprehensive development and possibilities of timely intervention”. At the end of the last meeting, an evaluation of the training was carried out using focus groups, in order to learn about the participants' perception of the experience, as well as to discuss the knowledge acquired throughout the process and its implications for professional practice. Data analysis, based on Laurence Bardin's Content Analysis, enabled the construction of a posteriori categories, defined by the research objectives and by reading the collected material: The baby as an active subject in its development and learning process; The role of the teacher and the daycare environment in the baby's development; and Another look at the baby and its knowledge: possibilities for promoting integral development in the day-to-day life of the nursery. The results demonstrate the importance of knowledge about the baby as a subject, endowed with language and intentionality in explorations and relationships. Through observation and recording of daily life, it was possible to integrate aspects of their development with the fields of experience, highlighting the need to invest in planned environments — with objects and furniture within their reach — so that they become more autonomous. The proposed training contributed to a significant change in the way teachers see babies, qualifying the teaching work, especially by favoring assertive and attention-related approaches as possibilities for timely intervention.