Trabalho docente com crianças de zero a três anos: concepções e desafios
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2017-08-18
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Universidade Federal de Goiás
Resumo
The present PhD research is inserted in the Research Line: Training, Teacher Professionalization
and Educational Work, of the Post-Graduation Program in Education of the Faculty of Education
of the Goiás Federal University of (FE / UFG); and compose one of subprojects developed by the
Public Policies and Education of the Child in Goiás: stories, conceptions, projects and practices of
the Center for Studies and Research of Childhood and its Education in Different Contexts (NEPIEC
/ FE / UFG). We investigated the conception of the teachers of the Municipal Centers of Early
Childhood Education (ECMEIs) and Early Childhood Education Centers (CEIs), focusing on the
constituent elements of teaching work with children from zero to three years of age. We start from
the hypothesis that the teaching work consists of several elements, at a given historical moment, in
a specific context. In this sense, we understand that teachers, imbued with their conceptions as
children and from the way they learn and develop, plan activities and promote interactions through
mediations that result from their initial and continued formation; so does the experiences of
teachers in the field. In practice, the interferences of the objective conditions of institutions -
material resources, pedagogical, physical space - as well as the aspects related to the valuation and
teaching career are notorious. We understand that all these elements influence the accomplishment
of teaching work with children from zero to three years of age and, therefore, outlined as the centralproblem of the research: which conceptions of the teachers of Infant Education on the constituent
elements of teaching work with children from zero to three years old? Based on dialectical
historical materialism, we conducted a theoretical, documentary and empirical research, with the
participation of 63 teachers, in the period of 2015 and 2016. As a working methodology for the
apprehension of the object of research, three methodological strategies were presented: the
bibliographical review, with which we sought to know the existing contributions and gaps that
make new research feasible; therefore, we collected data in master's dissertations, doctoral theses
and scientific articles of the field to be investigated, the proposal of questionnaires; and the analysis
of documents pertinent to the reality of Early Childhood Education in the Jataí city, of Goiás State.
In order to achieve the objectives of this investigation, a vast theoretical framework was used to
understand the teaching work within a dialectical historical materialist perspective. By analyzing
the data that are marked out by the process of theoretical abstraction, on the basis of dialectical
historical materialist epistemology, we constitute dimensions under which the teaching work takes
place. These dimensions do not appear as separate and sealed parts, but they relate, integrate and
blend into a whole, in which the teaching work materializes. Thus, in our analysis we conclude that
the teaching work with children from zero to three years of age requires the intentional action of
professionals in multiple dimensions, among which must be present the indissociability of care and
education; establishment of the routine; daily planning; the organization of spaces and activities;
the evaluation of the teachers' own work; and the interactions and mediations provided. Therefore,
the data showed that there are several dimensions that need to be articulated in the intentionality of
the teachers. The research also showed us that these dimensions of teaching work with children
from zero to three years of age go beyond the binomial care-educate and that this category is
insufficient to designate the totality that must represent teaching with the children from zero to
three years of age.
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COSTA, D. P. L. P. Trabalho docente com crianças de zero a três anos: concepções e desafios. 2017. 241 f.
Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2017.