This dissertation aims to study the interactions established between adults and children in the daily life of a public school for children in the municipality of Rio de Janeiro, Brazil, having as a basis a methodology that takes into consideration the child as the subject of the research. Thus, in this research the understanding of such a daily life takes into consideration the point of view of the children, how the children takes possession of the space, what he or she does and says, understanding the importance of the childhood play for the child to know his world and to recognize himself or herself in it. The analysis begins with a dialogue between the thoughts of authors who are identified with studies about infancy, the child and the childhood education (Manoel Sarmento, Manoel Pinto, Sonia Kramer, Lev Vygotsky, Walter Benjamin, among others). The first chapter talks about the possible encounters between childhood education, infancy and the child. The second one presents a description of the choices, discernment and mistakes, upon which the direction of the research were structured. The third chapter brings an understanding of the day-to-day life of the childhood education, starting from the observation of the interactions between adults and children and also between children with their pairs. The present study is an invitation to look at the child from the viewpont of those things that are typical of early childhood - the power of imagination, fantasy, creativity - that recognizes children as makers of culture and the culture that is produced in them.