TEACHING IN THE NURSERY: AN EMINENTELY RELATIONAL ACTIVITY MARKED BY THE SUBTLE OF THE DETAILS

Abstract

This work aims to reflect some notes about the eminently relational pedagogical activity of a nursery teacher, and children, in the collective work space. I start from the look of my first year, and from my first experience, as a teacher of eleven babies, whose ages varied from 4 months to 7 months, in a daycare center in the city of Rio Claro - SP, where I work since 2019. I believe that the practice pedagogical, together with the small ones in early childhood, be led by the pedagogy of sensitivity and the subtlety of details, registered in listening to the gaze that goes beyond the routine of simple assistance. And that, although this practice is marked by everyday life, it is essential in educational action, characterizing the teaching profession in nurseries. These details are effervescent from a tangle of perceptions, played by each of the babies I work with, making it possible in the records not only strategies that mobilize teaching practices, but also contribute to the formation of the little ones as constituted subjects.