Resumo

COCO, Valdete  e  ALVES, Kallyne Kafuri. Management of institutional dynamics: learning formation in hours of entries and exits in early childhood education. ETD [online]. 2017, vol.19, n.1, pp.187-210. ISSN 1676-2592.  https://doi.org/10.20396/etd.v18i1.8635586.

In the context of affirmation of child education, first stage of basic education, integrated teaching systems, this article discusses about the dynamic management of institutions in conjunction with the reflections that refer to the relationship with the families of the children enrolled in the institution. In this context, focus on the study of children’s daily entries and exits of childhood education, what happens in moments in which begins and ends the course of daily activities in the institution. To this end, part of qualitative research, held in a public institution for childhood education. It draws on theoretical-methodological principles bakhtinianos, to highlight the power of meetings, as is the element of life peers (professionals and children), in partnership with the families of the students. With this article, summarized the observation that in the everyday encounters between professionals, children and family, although with time constraints, cannot be rendered invisible in the management of the institutional dynamic, because the formative learning within the institutional setting and the educational work, being involved with the search for pedagogical proposals that are a threat to the interests of children, in the midst of all the fights by policies for the childhood education.

Palavras-chave : Childhood Education; Institutional Management; Training Professionals; Inputs and Outputs.

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