The voices in the infant context: the polarization in evidence

Abstract

This paper has the intention of reflecting on the subtleties of the discourse of the educators, assistants and the children, which happens in the early childhood daily routine, upon the polarization slant. What I call polarization has to do with the dualities of the discourse of the educators and children about their knowings and doings, such as right and wrong, speak and shut up, learn and play, start and end, beautiful and ugly, good and bad, viz, the existence of two poles for the discourse: a positive one and a negative one. In this text we support the idea that, in early childhood education, the educators, assistants and the children should pay more attention to their discourse, so that they could break with the polarization, avoiding undesirable results. Together, they may start to talk about the present moment as something of the now, and not as something that has a dual value. Besides, we believe that it is relevant that since the beginning of the schooldays of the children there be no polarization of the discourse by the adults that accompany them. Keywords: Early Childhood Education, Discourse, Polarization