A infância e sua educação diante das mudanças familiares: concepções de mães e professoras da educação infantil

Abstract

The childhood and their forms of education are interconnected, bringing characteristics and peculiarities of a season and a spot. In the face of family changes occurring in contemporary society, this study aims to know how mothers and teachers of children, aged between four and six years, embedded in Institution of Child Rearing, realize your childhood and education. As a methodology, we chose a descriptive study, whose design was submitted and approved by the ethics committee. The study was conducted in a Catholic private school that caters to an audience of middle-class city of Salvador. The institution has 1500 pupils distributed to the Children's Education High School. Of the 90 students enrolled in a group of four, one of five and another six years, were removed 30% of them (27) so that their mothers participate in the research, constituting a significant sample. The teachers of the three classes also participated in the study. Were used as instruments for collecting data two tours of semi-structured, one for mothers and another for teachers. Participants signed the End of Free and Informed Consent and the interviews were recorded. These recordings were transcribed and analyzed data on a quantitative-interpretive, using systems of categories. The results show that the family was conceived by participants as a basis of the person, group of people who live together and emotional center. For the mothers, educating implies the process of training staff and school. For teachers, is the basis and preparation for future life. The child was conceived by participants as a stage of human development with a positive characteristics, in relation to innocence, and joy to play. The places of learning are considered mainly to family and school. The educational toys appear as a priority, demonstrating a clear link between play and formal learning. Regarding the routine of the child, mothers show a daily divided between school activities, sports and play during the week and in moments of leisure and social interaction between the child and family on weekends. For teachers, the routine of the classroom is divided into academic activities and play, in addition to extra classes such as music, arts and sports.