Resumen

SPAT, Vanessa da Silva Rocha de Quadros  y  CARVALHO, Rodrigo Saballa de. TEMPORALITIES OF TEACHING IN NURSERY SCHOOLS. Revista Teias [online]. 2023, vol.24, n.75, pp.278-290.  Epub 26-Dic-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2023.72694.

This article, based on the contributions of studies on teaching in early childhood education and on contemporary discussions about time as a social marker, is the result of an investigation that aimed to understand the ways in which teachers experience the temporalities of teaching in nursery schools based on the institutional time management. In this direction, temporalities are understood, according to Oliveira (2012), as experiences in and with time. Methodologically, an ethnographic case study was developed in a public institution of early childhood education, with three teachers responsible for a group of 2-year-old children. The data generation strategies were observation, recordings in a field diary and interviews with the teachers. After the analyses, two units of discussion were defined: 1) institutional time and temporalities in the nursery school; and 2) the reinvention of everyday life and the temporalities of teaching. It was then possible to infer that the teachers, in addition to chronological time - institutional schedules -, experience the temporalities of teaching in the nursery school in a perspective that recognizes the children’s times, welcoming their demands and singularities. The ways in which the teachers deal with time at the nursery school are centered on everyday life and are supported by teacher training, planning, study groups and reflections arising from the pedagogical documentation. Thus, the institutional organization reflects in a qualified and respectful way of caring for children in the nursery school.

Palabras clave : temporalities; teaching; nursery school..

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