O cuidado e educação das (os) bebês em contexto coletivo: a construção da experiência da auxiliar de apoio à educação infantil na interação com bebês e professoras

This paper intends to analyze how Early Childhood Education Support Assistants build experience through the interaction with toddlers and lead teachers, during childcare and education activities, in a collective context. Among the complexity of actions that constitute the activities with toddlers in the nursery, we highlight the childcare practices. Focusing on such practices is justified: a) because childcare is at the heart of the definition of Early Childhood Education; b) when it comes to toddlers, childcare practices have an even greater centrality; and c) since providing support to the teachers constitute the attribution of the Assistants, focusing on these practices allows us to understand the senses they have acquired. The method of research development and the instrument for recording the data used were, respectively, the participant observation and the field diary. The results allow us to identify elements of the relationship between Early Childhood Education Teachers and their Support Assistants, that influence the comprehension about the indissociability between the practices of childcare and education of toddlers in a collective context