Significados e sentidos do trabalho docente na educação infantil: reflexões a partir do materialismo histórico-dialético
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Data
2021-11-18
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Editor
Universidade de Federal de Goiás
Resumo
This article aims to present a reflection on the concept of work for Marx and, based on this reflection, to
establish relations and mediations that reveal meanings and senses of the teaching work in early childhood
education. Our analysis sought, based on studies about the ontological category "work," to understand the
mediations and contradictions posed to the teaching work in early childhood education in the context of the
market economy, thus reflecting on the processes of subsumption of the teaching work to capital. The analysis
was based on the historical-dialectical materialism method, seeking to reveal the phenomenon beyond its
immediacy, having as references Marx (1978, 1993, 2010, 2013); Marx and Engels (1984); Kosik (1976);
Kopnin (1978); Duarte (1999, 2004); Frigotto (1989, 1998, 2009); Húngaro (2008). The approach to the
categories - meanings and senses - was based on Vygotsky (2000); Leontiev (1978); Aguiar and Ozella (2006,
2013); Soares (2006); Aguiar and Soares (2008). The uniqueness of the teaching work in early childhood
education is presented as specific definability of this phenomenon, in its immediate and accessible manifestation,
understanding that such uniqueness is a historical-social product, appropriated through social meanings about the
educational work in this stage of human formation and objectified by teachers[1] of early childhood education
(personal/subjective meanings about the work).
Descrição
Palavras-chave
Trabalho, Trabalho docente, Educação infantil, Work, Teaching work, Child education, Meanings/senses, Significados/sentidos
Citação
SOUZA, Rosiris Pereira de et al. Significados e sentidos do trabalho docente na educação infantil: reflexões a partir do materialismo histórico-dialético. Polyphonía, Goiânia, v. 32, n. 2, p. 255–270, jul./dez. 2021. Disponível em: https://www.revistas.ufg.br/sv/article/view/70851.