Abstract

DIAS, Maíra Tomayno de Melo; GOMES, Maria de Fátima Cardoso  and  PENAFIEL, Kelly Jessie Queiroz. Inseparability between infants’ and children’s emotions and literacies in the classroom. Educ. Pesqui. [online]. 2024, vol.50, e269229.  Epub Sep 23, 2024. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634202450269229por.

This study aims to analyze, based on historical-cultural theory and ethnography in education, the relations between emotions and literacies constructed in two classrooms (one for babies and another for children) in two ethnographic and longitudinal studies in two different periods by members of the same research group. The first research was carried out from 2006 to 2008 and the other, from 2017 to March 2020. Descriptions and analyses contrasted the cultural patterns of the two classrooms during their story telling events. We found that literacy activities are human activities that involve subjects in all their dimensions and that the condition for building higher psychic functions in infants and children who are supported by the indivisibility of the dialectical unit [emotions-literacies] must consider children’s cultural and social experiences and actions and interactions with colleagues and teachers, i.e., the dialectic between the collective and the individual constitute the meanings of literacy events and subjectivities.

Keywords : Emotions-literacies; Infants; Children.

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