Based on the biotechnological model this research intended to assess the Day-Care
center as a system composed of various subsystems (physical context, family,
professionals and children) that influence themselves. So, to comprehend the educative
function of this institution is necessary the study of the different systems that interfere
in the work developed with and for the children. Researchers have argued that the one
of the reasons to investigate the parents’ beliefs is the linking between the way the
adults think and the way they are related with the children. They also indicate the
necessity to give continuation to the proximal processes, in order to make the
development occurs. We have approached the beliefs of mothers and teachers of a day
care center about the child development, as well as the influence of these conceptions in
the relations that they establish with the children and their family. The participants of
this study are: 32 adults (16 mothers and 16 teachers) and about de 40 children that
frequented a public day care center in the city of Belém. The criterion used for the
selection of this space was the physical space because in the municipal system it is
considered the best place considering the structure. To collect the data it was used the
observation and the focal group. In this, it was approached the following areas: the
child, the relation day care center-family and the work developed in the day care center.
The observational data were analysed having as reference a study done by Bondioli
(2004) e Nigito (2004). The data of focal group, after being transcribed were analysed
inspired in the orientation proposed by the content analyses. The main results indicate
that the participants of the two Microsystems have the same belief ( environmentalist)
about the development, but have different conceptions about the direction that the
familiar context and/or the day care center influence in the children development.
Referring to the beliefs about the relation day care center-family, it is considered
bidirectional and with a content that overcome the solution of the immediate problems.
These conceptions are connected to the beliefs about the work with and to the children,
however they are distant of the teachers’ practice, suggesting that the investigations
about the beliefs of the practice are not sufficient for a coherent reading as this one. So,
it is possible to find out that there are others factors beyond the beliefs that influence in
the making of the professional that work with children. We understand that these data
contribute with the indicators of some indispensable elements to the day care center to
promote its educative function. So, it can be a reference to the governmental
intervention in order to promote changes in the way of thinking and making of those
who participate on the space of a day care center.
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