This paper aims to discuss the meaning of institutions for children education from an ethical-aesthetic-affective perspective about the human life. The approach is supported by philosophical perspectives on the human existence. The arguments present theday care as home, a living-together place, where things are done collectively, as a result of the encounter between babies and adults. When constituted as a home for the babies, the day care ritualizes and renews the pedagogical practice as a place of rela(c)tion between babies and adults, demanding a pedagogy of contact.
Child institution; babies; nursery school; pedagogy of contact; pedagogical practice