Relações em contexto: estudos sobre crises e afetos a partir da Psicologia histórico-cultural e da pedagogia dos detalhes

Abstract

This study investigates situations of interrelation between teachers and children in early childhood education, involving children aged one to two years in Brazil and three years in France. The focus is on moments of disconcert, crying, or tension in interactions. The theoretical framework is based on Cultural-Historical Psychology, particularly the concept of “age crises” proposed by Lev Vygotsky, in dialogue with the contributions of Emmi Pikler and Henry Wallon regarding childhood and affectivity in relationships. The study assumes that the way teachers interpret and give meaning to the affective processes experienced directly influences their relationship with children. Therefore, teacher education that values reflection on bonding and the quality of interactions can support child development by enabling the understanding and re-signification of these moments of crisis.The research seeks to understand how these episodes are perceived by teachers and children, identifying teaching practices that either support or hinder the management of such moments in the school environment. It also analyzes how meanings about these situations are constructed and how the adult–child relationship is established in both stable and critical moments. The corpus of analysis consisted of observations conducted over two weeks in two Brazilian groups with 16 children aged one to two years, recorded through field notes and video, as well as four interviews with teachers. Records from a visit to an École Maternelle in Paris, involving a multi-age group of 24 children aged three to five years, were also included, consisting of field notes, photographs, and an interview with the teachers and  school principal. The results indicate that situations of potential conflict may also create opportunities for negotiation, new representations, and the strengthening of affective bonds.