A constituição da criança na escola: marcas das experiências iniciais

Abstract

As the other is indispensable for building knowledge and also for the making up of the subject himself/herself and they way he/she acts, we recognize the social character of human development, based on the historical-cultural theory, that the characteristics of each individual are formed through this constant interaction with the environment in which he/she lives. Thus recognizing children as producers of culture and assuming that they experience and internalize the world so legitimately and singularly, this study aimed to investigate the formation of children in the schooling process and approach the possible nuances and marks of them and built by them through their first school experiences. Twenty children, aged three years and a half to four and a half years, attending a pre-kindergarten I class of a public school in Uberlândia (MG), Brasil participated in this study. The construction of the corpus was made from observational visits, recorded in field notes and interviews with the teacher of the class. The goal of the inclusion of the classroom in this study was to get to know the school routine in its richness and dynamism from the view of participant observation of the explicit set of practices carried out by teachers and students, besides the set of practices which are not explicit and determine the organization of classroom. For treatment of the data constructed, we began by typing the field notes and the interview transcripts. Then, we developed a long process of coming and going in the corpus, an ongoing dialogue with theory, so as to grasp the transformation processes that were taking place and allowing the emergence of the various senses of the material. We selected excerpts and raised the issues on which they about. Then we observed the recurrence of certain issues which were grouped according to their common meanings. These recurring themes shaped categories of analysis that we organized into four thematic blocks: 1. The marks of the school, which we tried to list the ones that print the children and perpetuate in them 2. A (un) organization of daily life, which was characterized by gaps in the use of time in which children were in the institution 3. Professor - Uncle / Aunt (the common way that children address their teachers) to persecutor - and their practice, reflecting on the various positions occupied by early childhood educator and his/her practice 4. The making up of the child, which highlighted the relevance of school for the humanization of the child, for the development of higher psychological functions and access to cultural production. The profession was also the focus of our analysis from the interview with the teacher and in this sense; it is necessary and urgent to think of the context of public policy, in public notices for posts at this level of education, as well as providing effective proposals for continuing education to those already in school. Moreover, we highlight the importance of the presence of psychologist in early childhood education to contribute to the implementation of quality preschool, which balances care and education, and considers the school and its community - educators, children and their families and their concrete conditions.