[pt] Esta tese – Vem, agora eu te espero – Institucionalização e qualidade das interações na creche: um estudo comparativo – inscrita no campo da educação, trata do processo de institucionalização da Educação Infantil e da qualidade das relações cotidianas na creche. Numa perspectiva etnográfica, foram pesquisadas duas creches, uma pública e outra comunitária, num município da Região Metropolitana do Rio de Janeiro, acompanhando interações de crianças de três e quatro anos em duas turmas, uma em cada creche. Os referenciais teórico-metodológicos foram tecidos com vários autores, especialmente Corsaro, Vigotski, Bakhtin e Certeau, com o objetivo de estabelecer relação entre o processo de institucionalização da Educação Infantil e as interações cotidianas das crianças. A tese foi o exercício de compreender o cotidiano, levando em conta as crianças como sujeitos que, além submetidos aos processos de institucionalização e familialização, também se expressam de forma individual e coletiva, interferindo nesses mesmos processos, mostrando a relação dialética entre as dimensões macro, das políticas, e micro, das interações. Os conceitos de reprodução interpretativa e cultura de pares de Corsaro foram ferramentas centrais para ver as crianças, mesmo em situações de controle e restrição, identificando seu poder de imaginação e criação; seu potencial de reproduzir interpretativamente o mundo que as cerca. As análises revelaram o que há de mais importante para as crianças nesses dois espaços institucionais: (i) as interações e ações coletivas que, no processo de reprodução interpretativa, favorecem a criação de estratégias para a produção da cultura de pares; (ii) a cultura de pares tem seu locus privilegiado no brincar, mas não se restringe a ele; (iii) as configurações que as crianças vivenciam institucionalmente nas brincadeiras em sala são repetidas nas brincadeiras nos momentos livres do pátio; (iv) as manifestações infantis caracterizam todos os espaços-tempos do cotidiano institucional como revestidos de valor pedagógico. / [en] This thesis – Come, now I am waiting for you – Institutionalization and quality of interactions in daycare: a comparative study – registered in the field of education, discusses the process of institutionalization of early Childhood Education and the quality of daily relationships in daycare. From an ethnographic perspective, two daycares were surveyed, one public and one community, in the metropolitan area of Rio de Janeiro, observing the interaction among the children aged three and four in two different classrooms, in each daycare center. The theoretical and methodological references were linked together by way of various authors, especially Corsaro, Vygotsky, Bakhtin and Certeau, aiming to establish a relationship between the process of institutionalization of early childhood education and the everyday interactions of children. The thesis was an exercise in the understanding of everyday activities of the daycare centers, considering children as subjects who, besides being subjected to the processes of institutionalization and familialization, express themselves both individually and collectively, interfering in these processes, showing the dialectical relationship between the macro and micro dimensions of policies and interactions. The concepts of interpretive reproduction and peer culture of Corsaro were the basic tools to observe the children, even in controlled and restricted situations, identifying their power of imagination and creation and identifying their potential to interpretively reproduce the world around them. The analyses revealed what is most important for children in these two institutional spaces: (i) interactions and collective actions that, in the process of interpretive reproduction, favor the creation of strategies for the production of peer culture; (ii) peer culture has its locus in play, but not limited to it; (iii) settings that children experience institutionally in classroom play, are repeated in moments of free play during recess; (iv) children s manifestations characterize all of the space and time of daily institutional activities, disguised as pedagogical value.

My essay is about the transition between home and preschool and takes its starting point in two stories. The first describes an induction conversation and how I as an educator react and act on the basis of the reactions of the two caregivers. The second story also depicts two different reactions from caregivers just before they go home after the first day of preschool training.         My purpose with the essay is to find out whether these reactions from caregivers are based on the same problem, institutionalization of childhood. From society's demands on society's members, preschool politics and society's views, it has developed a institutionalization. Through a historical perspective, I want to try to shed light on how it can affect the reactions and actions of legal representatives in the transition between home and preschool.         Shared responsibility, how does it look between home and preschool when society has created an institutionalization of childhood? In my essay I would like to shed light on how the pre-school's policy documents over time influenced and changed the perception of responsibility. From being nurtured in the home and educated in preschool as an institution to give the preschool the responsibility to develop a collaboration between home and preschool in a close and trusting way.         As a ready preschool teacher June 2019 I start working in the business of preschool with a mission that is guided by a new curriculum, “Lpfö 18”. I wondered then, how these changes affect my job as a preschool teacher? In my essay, I want to try to give my views on the changes and how I now think that I can approach the concept of teaching that is part of education.         I will use a scientific essay as a method, where I reflect on my dilemmas and with the help of a historical perspective on preschool politics. By trying to shed light on positions and assignment formulations that have been given may have gained importance in the perception of the shared assignment between home and preschool. Also highlight and reflect on what the new curriculum, “Lpfö 18”, and its reformulations can be of importance in terms of the view of a preschool teacher's mission in the future.