Alterity and dialogism in the research with teachers of babies

Abstract

This article aims to reflect on the methodological process of the institutional research "Language and Early Childhood Education: between teaching experience and pedagogical practices in the education of children from 0 to 3 years", in progress since the second half of 2015. The purpose research is to understand the specificities of teaching in day care. In the present work, from the interlocution with Mikhail Bakhtin, we focus on how significances are produced about the practices, problematizations and theorization about them in the dialogical movement constituted in the field, that is materialized in systematic meetings with groups of teachers of babies. In the perspective of research-formation, the meetings are constituted as reflective spaces, based on the established alternative relations. Words and counterwords show consensuses, dissent and new ways teachers understand themselves and their own pedagogical work with babies, constructing indicatives for this work.