RELATIONSHIP AMONG ADULTS AND BABIES IN CHILD EDUCATION: CLUES TO UNDERSTANDING A NONLINEAR EDUCATION

Abstract

This article deals with the particularities of relationships with babies in early childhood education context to contribute to the strengthening of the teaching specificity in this stage of Basic Education. It is based on the interlocution with other researchers of Pedagogy of Childhood and with studies of Sociology of Childhood involved in defending the children’s rights and their social action in the social contexts that are part. Episodes of two ethnographic types of research were used, and they dealt with relationships with and among babies in public early childhood institutions, presenting three aspects that enhance the visibility of the composition of a nonlinear and emergently dialogical teaching: i) composition of a context of multiple and simultaneous relationships with babies; ii) implications of relationships among adults and babies in care situations; iii) the imperative presence of babies in the composition of the teaching action.