Early childhood education: dialogues between culture, children and infancies

Abstract

Children development process happens when the child gets in touch with its social group culture and participates in daily living. The concept of child and infancy changes in time and space as achievements of social movements advance. Achievements related to public policies for children and studies of Sociology of Childhood. When we consider the sociological understanding of child and infancy related to culture dynamics, we then associate children´s   inventiveness and imaginative capacity, who create and recreate their world from interactions and play, as a way to act in society. This text presents concepts of early childhood education, child and infancy, present in the Federal Constitution (1988), National Curriculum Guidelines for Early Childhood (2009), among other references. We address culture in the sense proposed by Geertz (2008) “as webs of meaning”. We developed a discourse based on culture as an essentially human phenomenon.  The theoretical reference to address the theme “dialog”, aimed to weave significations, understandings and to comprehend concepts from the theorists who support this study. Therefore, we may infer that social practices are present in everyday life, in situations of reality, social world and coexistence of children with their peers. Thus, experiencing situations of communication, leads to building bases to establish social relations and strengthening of socio-affective ties. We consider Paulo Freire´s sense given to “dialogue” as basis for understanding this text.

KEYWORDS: Children. Culture. Infancies