A rotina da creche e a construção da identidade infantil: um estudo realizado na Creche Municipal Félix Araújo - Campina Grande-PB

Abstract

This monograph was written from the concerns about the work done with children who study in early childhood education from Crèche Félix Aguilar, in the city of Campina Grande-PB and that this study came from a caring Retallack in visits during the supervised internship, which aroused the desire to deepen studies of the pedagogical work developed by educators for children, which excited a questioning about the educational activity developed in the educational institution. With this work aimed to study the routine of day care as a pedagogical strategy and identity forming children's regulatory and analyze how the power relationship teacher/child and the routine of day care interferes with the construction of the identity of the subject child. For both discussed the ideas on the construction of the children's identity, the conception of childhood throughout history, as well as their quirks. In addition to a bibliographical study was conducted a field survey and data collection was chosen the application of a questionnaire and observation technique to legitimize the hypothesis in which research project pointed out before this job. As a result it was obtained that the pedagogical practice in early childhood classrooms don't always put the child in a position of protagonist while social subject and its presence in society on occasion is still unnoticed front the peculiarities of the age group and their needs are not always met and respected in order to develop and become as subject. And on these observed data was made an analysis and reflection on the role of daycare/school in the construction of the identity of this subject. Question the routine and its applicability made possible the expansion of knowledge about the child and disciplining "the arts of making" used by educators to enforce their interests, which don't always agree to a construction favorable to the development of children's identity, thus jeopardizing the relationship child/child, adult/child and child/half.