Aline Sommerhalder

Brincar na educação infantil como experiência de cultura e formação para a vida

The article is the result of an academic research completed that aimed to know and understand what children teach and learn in social practice to play in early childhood education. The research was participant observation, in the qualitative approach with daily records of course, moments of play free of 14 children with an average age of three years and their teacher in a public early childhood education room. It held a discussion on the qualitative perspective, in light of the theoretical framework, based on three axes of analysis. The results showed that when playing together, children experienced moments of sharing and bargain of toys and play, strengthened bonds of friendship, expressed preferences and ideas, were created strategies to the dynamics of the play, experiencing formation opportunities for life.

Infancia y educación infantil: aspectos inconscientes de las relaciones educativas

Based on the theoretical framework of psychoanalysis, this study presents a discussion concerning the presence of the unconscious in educational and pedagogical relationships and practices established between a teacher and a child in early childhood education. We propose to discuss the importance of another human being, specifically the teacher, to the childs formative process. The complexity of the educational experience brings into question the recognition that teacher and child are both desiring subjects and also the recognition that the teacher, being a significant human being to the child, is co-responsible for his/her humanization process.La finalidad de este estudio es discutir la presencia del Inconsciente en las relaciones y practicas educativo-pedagogicas establecidas entre el profesor y el nino, en la Educacion Infantil, partiendo del aporte teorico de la Psicoanalisis. Se propone el cuestionamiento sobre la importancia del otro humano, sobretodo del profesor, para el proceso de formacion del nino. La complejidad de la experiencia educativa pone en discusion, a un lado, el reconocimiento de que el profesor y el nino son sujetos que desean y, de otro lado, el reconocimiento de que el profesor, como un otro humano significativo para el nino, es co-responsable por el proceso de humanizacion del alumno.

Childhood and education: unconscious aspects of educational relationships

Based on the theoretical framework of psychoanalysis, this study presents a discussion concerning the presence of the unconscious in educational and pedagogical relationships and practices established between a teacher and a child in early childhood education. We propose to discuss the importance of another human being, specifically the teacher, to the childs formative process. The complexity of the educational experience brings into question the recognition that teacher and child are both desiring subjects and also the recognition that the teacher, being a significant human being to the child, is co-responsible for his/her humanization process.La finalidad de este estudio es discutir la presencia del Inconsciente en las relaciones y practicas educativo-pedagogicas establecidas entre el profesor y el nino, en la Educacion Infantil, partiendo del aporte teorico de la Psicoanalisis. Se propone el cuestionamiento sobre la importancia del otro humano, sobretodo del profesor, para el proceso de formacion del nino. La complejidad de la experiencia educativa pone en discusion, a un lado, el reconocimiento de que el profesor y el nino son sujetos que desean y, de otro lado, el reconocimiento de que el profesor, como un otro humano significativo para el nino, es co-responsable por el proceso de humanizacion del alumno.

Infância e Educação Infantil: Aspectos Inconscientes das Relações Educativas

Based on the theoretical framework of psychoanalysis, this study presents a discussion concerning the presence of the unconscious in educational and pedagogical relationships and practices established between a teacher and a child in early childhood education. We propose to discuss the importance of another human being, specifically the teacher, to the childs formative process. The complexity of the educational experience brings into question the recognition that teacher and child are both desiring subjects and also the recognition that the teacher, being a significant human being to the child, is co-responsible for his/her humanization process.La finalidad de este estudio es discutir la presencia del Inconsciente en las relaciones y practicas educativo-pedagogicas establecidas entre el profesor y el nino, en la Educacion Infantil, partiendo del aporte teorico de la Psicoanalisis. Se propone el cuestionamiento sobre la importancia del otro humano, sobretodo del profesor, para el proceso de formacion del nino. La complejidad de la experiencia educativa pone en discusion, a un lado, el reconocimiento de que el profesor y el nino son sujetos que desean y, de otro lado, el reconocimiento de que el profesor, como un otro humano significativo para el nino, es co-responsable por el proceso de humanizacion del alumno.