ABSTRACT:
This work aims to understand affective manifestations and dialogical possibilities in the teacher-baby relationship in nursery schools, considering them as central in the pedagogical action. With this purpose, an ethnographic inspiration was carried out at nursery of a public nursery school in a Brazilian capital, where pedagogical practices were described and analyzed under the perspective of discussing the peculiarities of teaching babies. The theoretical framework is anchored in the studies of Mikhail Bakhtin and Henri Wallon, especially in the concepts of dialogism and affectivity. In the research, the body care moments stood out as privileged moments of dialogical production and affective manifestation, where corporal and verbal expressions intertwined the ways the babies affect adults and are affected by them. The study indicates that pedagogical intentionality in nursery school involves attention to the baby’s initiatives, besides the relational quality of the daily work.
Keywords:
Early Childhood Education; Nursery School; Dialogy; Affectivity; Body care