Caring for babies with disabilities in daycare centers: teachers' narratives about situations of personal attention and mediation in discoveries and investigations

Abstract

This article emerged as a continuation of doctoral research on the theme of building more inclusive contexts in early childhood education, focusing on the education of children with disabilities. It is based on studies that support participatory pedagogies, as well as an inclusive perspective, in the composition of its theoretical framework, to weave an articulation with the ethics of care in teaching. Based on the narratives of educators, this is a brief exploratory study of praxeological inspiration, with the aim of generating reflections on the care and participation of babies with disabilities in daycare centers. As sources for data production, semi-structured interviews and appreciation of records were carried out. The categories of analysis were defined based on two axes that organize the pedagogical action: situations of personal attention; and mediation in situations of investigation and discovery of babies. The analysis reiterates discussions inherent to the day-to-day life of the daycare center, but also drives the ethics that prevail in the sensitivity of the social bond and in care policies.