ABSTRACT
This text exposes issues from an institutional research in progress aimed to investigate the meanings of teaching in the education of children from zero to three years of age. Based on the perspective of research-training, this study adopted meetings every two weeks with infant teachers from different public daycare units as methodological strategies, aiming to construct dialogic spaces, utterance construction and teaching perspectives on being an infant teacher. The meanings of teaching are constituted by the ability of recognizing the baby as an other that changes and redirects daily actions, such as active listening and comprehension, from the ethical care perspective, which in this research is highlighted in relations involving body care.
Keywords
Teaching; Care; Education; Children from Zero to Three Years of Age