Carta de formação: relações interpessoais em uma creche pública a partir de uma compreensão simbólica eliasiana

Abstract

Thinking about the institutions of Early Childhood Education, I understand that the interactions established in them reflect the social and cultural context that the individuals of this figure experience. Considering the current social situation in the country, in which interpersonal conflicts are increasingly present, it is necessary to consider the reflection of interpersonal relationships established in these institutional spaces for the learning process of these children. In this sense, the research proposal was to investigate how teachers understand the influence of interpersonal relationships on the construction of the child's symbolic knowledge. For this, the following specific objectives were considered: to discuss how interpersonal relationships are understood in school interdependence networks; to identify how the procedural dimension of the construction of teacher identity constitutes the understanding about interpersonal relationships; to understand the teacher's perspective about the interdependence relationships in school figuration and to understand the influence of interpersonal relationships for the constitution of the symbolic dimension of the child. This study consists of a qualitative research, situated in the Cultural Studies of Education, and had as field of research a public daycare center of a city in the interior of Paraíba, in which five teachers were interviewed, through semi-structured interviews. The data analysis was based on Norbert Elias' procedural sociology. The idea was to understand how interpersonal relationships permeated in the figurations enable the construction of children's knowledge and how these figurations influence this, considering that, when talking about the construction of knowledge, I am thinking about the symbolic development of children. That is, from the readings done, I understand that the triad put forward by Elias in his work The Symbol Theory (1994) is present here: language, thought, knowledge. Through the research, we identified procedural aspects of the teachers' identity formations that directly influence how they understand the process of symbolic construction of children, mainly through interpersonal relationships.