Cuidar: relações sociais, práticas e sentidos no contexto da Educação Infantil

• Ano de defesa: 2015
• Autor(a) principal: Erica Dumont Pena
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Cuidado; Educação infantil; Bebês; Pedagogia; Educação
• Link de acesso: http://hdl.handle.net/1843/BUBD-A4CF73

The object of this work are de care relations with the babies, examined as part of a Municipal Unit of Childhood Education. Care is understood as a social relation whose object is the welfare of the other. This relationship was analyzed in the present study on a macro social perspective in order to understand the intersections between care, class, gender, race and ethnicity, as well as micro social perspective, in order to capture the techniques of the body and the meanings that constitute the care practices of the teachers with the babies in the nursery. This is a qualitative research, developed from a observation in the context of the nursery, analysis of documents and semi-structured interviews. The first chapter contains an analysis of care as a dispute object in the context of early childhood education. The second chapter made a foray into the field of social sciences and health, which are interwoven with early childhood education, so as to deepen the discussions about care. This chapter also covers the construction of the object of this research and the perspectives that guided the reflections on care. The third chapter refers to the analysis of social relations of care, techniques of the body, meanings and senses that constitute the care relationships in the nursery where did the research. In the fourth chapter presents the three types of care that develop in the nursery: caring for others, teaching care for yourself and teaching care education for the others, understood as components of one of the spheres of human recognition, which is the core of all human ethics. The study reveals the centrality of care and education in nursery context, which, in turn, can contribute to a pedagogy interested in the formation of human beings who struggle to be recognized their ultimate expressions of humanity. Thus in the course of this struggle, could compete less and take more care of each other.