Vivências de Crianças Ribeirinhas da Amazônia e seu Processo de Humanização na Creche

Abstract

Inspired by the Cultural Historical Theory – CHT from Vygotsky and collaborators, the study starts with the prerogative that the man humanizes himself through his own experience in culture and with it; that the education has the carrying role in this development and that the school is the systematically organized place to educate it in this sense. Many researches reveal the lack of experiences provided to children and a biologizing view of their growth process as a protagonist subject of their own life and history. In this aspect, we have as objective to comprehend the experience, in space, time and relations of three year olds in their formal education environment. To Vygotsky, the term experience is related to the experiences that profoundly affected the children and conduct positive and negative changes to their development process. From this point of view, the concept of experience is not applied to every experience that the children involved themselves in, but only those that are involved with their body, mind and emotion. The methodology consisted in the observation and filming of the children‟s routine while attending a Municipal Infant Education Unit in Santarém-PA, located in the rural area of the municipality. The analysis of the data that was produced was based on the experimental method/ microgenetic analysis which made the interpretation of the material in its essence and in greater depth, allowing to make inferences about the children and their experiences in the set of activities carried out within the Education Unit and in their specific context of life. The results reveal that the research institution has a poor space of possibilities of experiences; the children inside the institution, for the most part, are limited to doing school tasks, focused on the contents pertinent to elementary education, which anticipate their literacy process. This attitude shows that the school generally has a traditional conception that precociously conceives the child in school and that disregards the complex process of human development, and thus, its priority is not to create the right conditions for the child to broaden their contact with culture, to appropriate the human qualities present in them and to promote their humanization, but to keep them in the room doing "lessons". However, in their specific life contexts, we found moments that demonstrate the way that the relationship each child has with the place that they live happen; how they are creative in the reproduction of their culture, of the experiences that they lived in the context of their family and communitarian group. Thus, we understand that the children need to have their rights of childhood respected, requiring positive experiences guided by the expansion of their contact with the culture that was historically created by the mankind which precedes them.