THE MULTIPLE LANGUAGES AND SUBJECTIVITIES OF BABIES IN EARLY EARLY EDUCATION CURRICULA
Nombre: BIANCA PEREIRA CARVALHO
Fecha de publicación: 20/05/2025
Junta de examinadores:
Nombre |
Rol |
|---|---|
| GABRIELA GUARNIERI DE CAMPOS TEBET | Examinador Externo |
| KEZIA RODRIGUES NUNES | Examinador Interno |
| LARISSA FERREIRA RODRIGUES GOMES | Presidente |
| MARIA RIZIANE COSTA PRATES | Examinador Externo |
| ROSALI RAUTA SILLER | Examinador Interno |
Resumen: This dissertation highlights the multiple languages and subjectivities of infants in early childhood education curricula. As a problematic field, it focuses on understanding how teachers articulate the multiple languages of infants with curricular production in five Municipal Early Childhood Education Centers (CMEI) in Vitória, Espírito Santo. It draws on the notions of networks of knowledge and meanings (Alves, 2001), as well as networks of conversations and complex actions (Carvalho, 2009), in order to highlight the experiences these professionals develop in the classroom with infants. It presents the following micro-intentionalities: 1. Mapping the concept of language in guiding documents for Early Childhood Education in the municipality of Vitória, Espírito Santo. In this sense, it focuses on mapping the municipality's curricular proposal and the PPP of one of the CMEIs, the locus of this research; 2. Understanding how teachers interpret the manifestations of infants' diverse languages and their relationship to curricular production in the daily school routine; 3. To problematize and expand the meanings of curricula and languages based on the relationship with teachers and babies aged 6 (six) months to 1 (one) year, based on the conception of childhood as experiences; 4. The fourth and final intention is the development of an educational product to be intended for and shared with basic education professionals during the training process, in this case, the Babel Box. Its bibliographical reference is based on post-critical theories, through studies by Kastrup (2009), Passos (2009), Escóssia (2009), Corazza (2019), Carvalho (2009), Rodrigues (2011), Gomes (2015), Alves (2001), Nunes (2019), Kohan (2005, 2007, 2015), Tebet (2013, 2015,
2018, 2019, 2021), Abramowicz (2018, 2019, 2021) and Stern (1992). Its methodological approach is based on the intellectual production of Deleuze and Guattari (1995), with the Philosophy of Difference, expanded by the concepts of Rhizome and Cartography, in articulation with research on everyday life, according to Alves (2012) and Ferraço (2008), producing data through the monitoring of subjectivation processes using as methodological group, photographs, logbook. The research assumes, as an academic and social responsibility, the expansion of discussions on the use and integration of multiple languages into curricular practices, thus contributing to the ongoing training of teachers and new discussions related to the topic. It also promotes experiences that stimulate the development of multiple languages in infants.
