Família e educadores da infância: um diálogo possível

Abstract

The daycare has been affirmed as educational space for children, complementary to family. Due to the age of the children that attends daycare, the dialogue between educators and families has been wished, because the attributions of each one are closer. The goal of this thesis was to investigate the process of construction of daycare-family relationship, in one period of three years (longitudinal study), through eight aspects of this relationship. They are: (1) expectations and opinions of the families about the daycare and vice versa; (2) the reasons for the dialogue, (3) estrategies used, (4) difficulties in the dialogue, (5) negotiations about the care and education to child, (6) the insertation in daycare, (7) the opinion of the families about child development, (8) the daycare as part of a support network. These aspects were defined based on theoretical referential about the theme and meetings of the author with educators from daycare where the research was conducted. This daycare is public and municipal of Rio de Janeiro City. The subjects were the families and educators of the children who started to attend in 2009 and remained in the institution until 2011. The theoretical referential was guided by the sociohistorical perspective of the development, with studies about family and its relationship with the daycare. The instruments used were: interviews, questionnaires, logbook, video recording, and a handmade rag doll. The analysis included qualitative and quantitative data that were organized in eight axes, corresponding to each aspect that intended to investigate. The data showed that families and educators searched for dialogue, through empathy created by them and negotiations about the education of child. On the other hand there were complaints of educators about families expectations for a individualized job or lack of professional development. The doll reached the goal of promoting dialogue between families and educators, especially during the period of insertion of children. The eight axes of analysis constituted aspects to be further developed in future research about daycare-family relationship. The research, to accompany families and educators for three years, provided moments of reflection about their beliefs and practices, promoting experiences and opportunities of development for both qualitatively different for both and the children. New meanings about the relationship educators and families were produced for these subjects, transforming the history of this relationship.