Linguagens da infância na perspectiva de educadores de creche : o que revelam as narrativas

This study aims to understand the conceptions of the childhood languages based on the narratives observed in the speeches and practices of educators from two public daycare centers of the city of Nossa Senhora do Socorro/SE. It is based on the literature related to the Sociology of Childhood, on the idea that the child is a promoter of culture, and in the language as a space for social interrelationships. Specifically, it aimed to identify the language conceptions of daycare educators; to analyze how planning and pedagogical practices consider as children's languages and the specificities of the pedagogical work with children. It was used as a critical-collaborative action research, inserted in a training process of the educators who were participating, through five study reports called “Rodas de Conversas”. The educators' speeches were chosen as the main instruments to produce the data analyzed. From the data analysis, it was possible to list three following categories of the educators’ speeches who work with children from 0 to 3 years old: a) forms of expression and communication of children; c) routine planning through the language, and c) the specifics of professional performance of daycare educators. The results show that languages are present in the daycare centers environment and are understood by the educators as the children's ability to express themselves through different expressive resources, communicating their desires and needs to the others. There is an annual plan to guide pedagogical practices. This plan is organized by theme and contains activities for the different groups of the two daycare centers, considering the age of the children and focusing on child development, from what adults consider important for children's learning. Educators highlight in their speeches many activities that can be organized to boost the children´s multiple languages development. The role of daycare educators is pointed out as consisting not only of specific knowledge, but also of shared experiences with ...