Os documentos norteadores do trabalho com bebês e crianças nas creches paulistanas: principais eixos das orientações didáticas voltadas ao cuidar e educar, no início da rede direta e a partir dos anos 2000

Abstract

This study aims to analyze normative documents, guiding the practices of infant-toddler center professionals in the city of São Paulo, cataloged by the Social Assistance (SAS) and Education (SME) Secretariats, in two historical periods: the 1970s - when the first public infant toddler centers run directly by the municipal government were created -, and between the years 2007 to 2019 - after public infant toddler centers were incorporated into the public school system. The didactic guidelines were analyzed emphasizing, in each period, which type of knowledge, practices and procedures, related to caregiving and educating infants and toddlers in early childhood, and the changes observed in these guidelines. The research used documents from the Education Secretariat’s Memória Documental (Documentary Memory), which made it possible to highlight similarities and discrepancies in educational guidelines, focusing on the daily practices of the caregivers. Six categories of work were selected: hygiene; sleep; food; organization of spaces, times and materials; physical health and global development; and adult-baby relationship. The authors who founded the analysis on childhood and teaching work were: Maria Malta Campos, Fulvia Rosemberg, Maria Carmem Barbosa, Emmi Pikler, Judith Falk, Zilma de Moraes and Maria do Céu Roldão. The documents could be categorized in two groups: the documents focused on organizational work and the ones guiding daily practices. The results of the research demonstrated the central role of the affective bond between adults and children and the educational nature of the work in infant-toddler centers in the two periods and pointed out disparities regarding the guidances - more prescriptive, with emphasis on the daycare routines, in the initial period and in the second period, emphasizing the theoretical framework used, without presenting clear guidelines to support educational day-to-day work with babies and little children