Docência em educação infantil: concepções e significados

Abstract

This master's research presents debates about the work and teacher training in early childhood education (CE), and how these have occurred in educational reforms, having as object of research the teaching work. This research is linked to the Research Line Human Formation and Fundamentals of Education, of the Graduate Program in Education, Federal University of Goiás - Jataí Regional. The research problem is evident with the following question: what are the elements that constitute the teaching work in CE? In sequence, we elaborate the general objective, which presents itself to analyze the conceptions that are fundamental to the practice of the workers and from these, to understand the meanings of the teaching in kindergarten. Specific objectives include: addressing historical aspects of teacher education and how this has occurred in the educational reforms of 1990; analyze the constitutive elements of teaching work in early childhood education; and analyze the teaching work from the perspective of historical-critical pedagogy. Methodologically, the research characterized as bibliographic and field. In the data collection we used the questionnaire, along with a copy of the Informed Consent Form. The questionnaire was completed by 100 workers in a total of 10 early childhood education institutions. Then, for the second stage of data collection, we conducted an interview with 33 workers in a total of 4 institutions. The main results revealed that some conceptions in the field of early childhood education constitute a true anti-school pedagogy, promotes a thinking that naturalizes the conceptions of child, childhood, work, education, early childhood education, of man and society. It’s necessary to understand that the exercise and its daily work involve other factors that are not only limited to the pedagogical practice, but also involve the physical structure of the schools in conditions to perform their work, time to organize their activities, working hours and adequate salaries, career enhancement and other factors that guide teacher education articulated with working conditions. We conclude, therefore, that every action needs a purpose preceded; teaching, likewise, is not generated in its spontaneity; historical and accumulated knowledge is not naturally attributed by the individual.