ROTINAS DA EDUCAÇÃO INFANTIL NAS INSTITUIÇÕES MUNICIPAIS DE GOIÂNIA: UM ESTUDO A PARTIR DAS ATIVIDADES DO SONO E DO BANHO NA CONSTRUÇÃO DA IDENTIDADE CORPORAL DAS CRIANÇAS

Abstract

This dissertation has as object of study the corporal identity of the child in the routine of Child Education. Therefore, the following central question was proposed: Considering the routine of bathing and sleeping as moments of educational action in Child Education, how are the processes of autonomy or regulation of children's body identity in institutions of Goiânia? The aim is to understand the routine of Child Education, particularly the routine of bathing and sleep, as activities that can allow the construction of children's body identity, marked by the autonomy or regulation of this identity. In this sense, the following references were used for the field studies: Child and childhood: Sarmento (2004), Kuhlmann Jr. (2010), Siqueira (2011); Body and Corporality: Arroyo (2012), Baptista (2013), Daolio (1995), Foucault (2014); Child Education: Barbosa (2006), Batista (1998), Oliveira (2005), among others. As a research methodology, the observation of sleep and bath moments was chosen, in a total of 20 occurrences reported in logbooks. Interviews with the teachers responsible for groupings were also accomplished to understand the relationship between theory and practice conceptions. From the point of view of the method of analysis, some of the foundations of dialectical and historical materialism were still used as references for discussions about human production and meaning in history, movement, contradictions classes, and action/activity among human beings. The data were organized in three chapters, being that the first of which addresses issues of the historical and social dimensions of the child and the body. The second takes as reference the voices of the teachers to understand the conceptions that implicate the research themes. In the third chapter, issues that involve the construction of the children's bodily identity in their relationship with times, spaces, materials and relationships within the educational action of bathing and sleeping are apprehended. The results of this work indicated that latent practices centered on the adult figure that guide, normalize, regulate and control children's body actions during the bath and sleep routine. Thus, the process of the construction of the corporal identity is established under the bases of the regulation, and not of the autonomy. However, these results were only apprehended in view of the precarious conditions under which the moments of sleep and bathing in the studied institutions took place. This indicates that the material and concrete conditions also determine the way the conceptions are constituted by the teachers. Finally, it is understood that this work enabled to return to the meaning and meaning of sleep and bath routine in Child Education, considering the need to redirect its role in educational practice, focusing on the processes of child autonomy.