BABY SOCIAL ACTION, VISUAL NARRATIVES AND CONSTITUTION OF TEACHING

Abstract

The article proposes a dialogue between the babies’ agency and the capture through the photographic gaze as a narrative inquiry to the constitution of teaching in early childhood education. Part of two central - and interconnect - thematic categories of discussion: i) the baby as a social actor, a concept approached from visual narratives that reveal moments of playing with dolls in care situations; and ii) the constitution of teaching based on the process of observation and analysis of the lived experience. The records analyzed result from the reflection of the pedagogical practice in an early childhood education institution in Curitiba. The babies are understood as subjects of language, socially active in the constitution of meanings about the other, about themselves and the world mediated by relationships, and teaching, circumvented by this meeting, as observation exercise, interpretation, and elaboration of meanings about who are and what they do in the educational context.