Construindo vínculos e compartilhando experiências: educação infantil de zero a três anos e o trabalho com as famílias

Abstract

Working with families from babies and children assisted by the child education school units have proven confrontational in many aspects, due to the presence of many beliefs and judgements that emerged from this relationship from both sides. After fifteen years after the transition from the Child Education Centers – CEC of São Paulo from the Secretariat of Social Assistance – SSA to the Municipal Secretariat of Education – MSE, we can identify units that are showing a quality result regarding the early childhood attendance. This research has the purpose of investigate one Child Education Center opened exactly during this transition period between the two secretariats, whose work with families is recognized in its region and among educators. Therefore, the issue from this study emerge from the questioning: how the relationship among school and family is conceived by parents, relatives and legal representatives from babies and children from a Child Education Center and what is written in the official documents of the Municipal Secretariat of Education from São Paulo. The theoretical reference sought to identify researches carried out with the themes of the family and school relationship in educational institutions that care for infants and young children and the diversity of possibilities for the construction of a participatory and responsible work between the two instances. The qualitative research used as methodological procedures: observation, interviews, analysis of questionnaires formulated by nursery teachers during the training hours in context, consultation of the records of the educational unit, analysis of official documents and publications of the Municipal Education Department related to children education and the school's relationship with families. Given the analysis of the data collected in light of the theoretical references used, it can be concluded that the quality work with the families and caregivers of children attending the educational institution results from a set of practices built gradually from a reflexive evaluation work, resumption of significant actions and constant dialogue between managers, teachers, education and family support staff, and observation of their needs and interests of infants and children