As expressões das práticas coercitivas na educação infantil

Abstract

This research deals with the development of Kindergarten from the perspective of children's integral growth based on coercive control relationships. It intends to identify the behavioral elements that are established in the teacher-student relationship in the context of Early Childhood Education with the aim of analyzing the control relationships in Early Childhood Education activities based on Behavior Analysis. This is a qualitative research that used an online questionnaire structured on the Google Forms platform based on the Classroom Behavior interventions research, by Myers and Holland (2000). Thirty-five educators from two schools A and B participated, 30 women and 5 men, aged between 20 and 60 years, who work or have worked in early childhood education in the state of São Paulo. Teachers' reports on behavior classes were analyzed; about their ability to deal with such behaviors and their ability to propose interventions that demonstrate to identify the function of the behavior. In the reports, it is noted the lack of preparation of educators to deal with 'problem' behaviors, and their own perception of this. In the cases described, the attempt to deal with this issue through coercive control appears several times, even more when the functionality of the behavior is not identified. It is concluded from the study the importance of knowing the functionality of behavior to propose appropriate interventions and that opposes the coercive perspective within the classroom