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Item A linguagem oral e a constituição do conhecimento pela criança de cinco a seis anos no contexto da educação infantil(Universidade Federal de Goiás, 2020-08-28) Aguiar, Ana Rogéria de; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Melo, Keila Matida de; Silveira, Telma Aparecida Teles Martins; Rosa, Sandra Valéria LimontaThe present doctoral thesis entitled “Oral language and the process of constitution of knowledge by children aged five to six years in the context of Early Childhood Education” is a subproject of the research “Public policies and childhood education in Goiás: history, conceptions , projects and practices ”, which is carried out by the Center for Childhood Studies and Research and its Education in Different Contexts , from the Faculty of Education/UFG is also linked to the line of research Training, Teacher Professionalization and Educational Work, of the Graduate Program in Education, Faculty of Education, Federal University of Goiás. It had as research problem the investigation about the process of appropriation of oral language and the constitution of knowledge by children in the preschool context. To develop our research, we chose a qualitative methodology of data construction and used ethnography elements in the educational context. In order to establish coherence with the theoretical foundations that underlie this work, the developed methodological approach used the historical materialist approach to understand the real concrete and, in the face of existing contradictions, to be able to make the concrete-abstract-concrete relationship, as stated by Marx (2003). To understand the relationships of the object of study and its multiple determinations, we sought theorists from the socio-historical-dialectic perspective to develop our analyzes and discuss the relationship between thought and language, with the Soviet authors Vygotsky (2001), Bakhtin (2014) and Luria (1990) presented us with contributions to think of language as a constituent category of the human being, which is learned in the relationship with the other, which is essential in the process of appropriation of the knowledge historically constructed by humanity. Regarding the stages of conducting the research, these occurred in simultaneous and articulated ways, being an empirical stage (observation and participation), a bibliographic survey stage, document analysis, data analysis and writing of the thesis text. The field of realization of the empirical stage was a CMEI located in the municipality of Trindade-GO, in a preschool class with children from five to six years old. The theoretical dialogue we conducted pointed to the need to consider oral language as a category of knowledge that should be mediated and worked on intentionally by early childhood education institutions. In this sense, we affirm that the mastery of this knowledge, on the part of the teachers, becomes basic in the process of learning and development of the children.Item Pré-escola na escola de ensino fundamental: os direitos das crianças, desafios e contradições(Universidade Federal de Goiás, 2016-09-19) Almeida, Lorena Borges; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Silva, Altina Abadia da; Silveira, Telma Aparecida Teles Martins; Alves, Nancy Nonato de LimaThis research analyzed the Preschool located in Municipal Schools of Primary Education and is linked to the project "Public Policies and Education of Childhood in Goiás: history, conceptions, projects and practices" of the Center for Studies and Research of Childhood and its Education in Different Contexts, Faculty of Education in Federal University of Goiás (NEPIEC/FE/ UFG). The purpose of this study was to know the determinations that permeate preschool at Primary Education school, as well as the conceptions of children and teachers about preschools inserted in school, a reality experienced by them. We used, for our analyzes, the dialectical-historical materialist method, based on contradictions in which was the object of study. The research is composed of three stages: bibliographic survey, documentary analysis and empirical research. The methodological resources that contributed to compose the data were: observations on visits to institutions, photography as a visual resource, questionnaires, interviews and drawings. In order to analyze the preschool it was necessary to look for its historical context, public policies and educational practices constitutive of Childhood Education. Initially, we tried to know the rights of children − because we assumed that preschool, Childhood Education, consists of a right −, brazilian scenario and its nuances on the constitution of children's rights, highlighting laws and official documents that guide childhood education in the country. Empirical research was made in nine schools of Primary Education that attended preschool classes of Municipal Network in Aparecida de Goiânia and, in this way, it was possible to observe the physical spaces during the visits in these institutions. The participation of the teachers happened through questionnaires and interviews, and of the children through interviews and drawings. From the analysis of data it was possible to notice that the contradictions of capitalist society establish economistic principles for education, compromise the quality socially referenced in Child Education, and the rights of children are not contemplated in their totality, being placed in the background in brazilian educational public policies. The universalization of the education of children from 4 to 5 years guarantees the right of these children to attend preschool, however, we highlight the concern for its effectiveness. So, from the empirical investigation and the data analyzed, it became possible to affirm that the guarantee of vacancies in preschools has been happening in an improvised way, since the children are attended in classes of preschool in the schools without necessary materials and structures. Also, the presence and permanence of pre-school at school is highlighted because it follows a traditional model in the configuration of its physical space and for bringing its pedagogical practices closer to the traditional practices of Primary Education. In this sense, we conclude that the preschool inserted in the Primary Education schools is understood as a preparation for subsequent stages, neglecting some rights to the children. Furthermore, the way it has been happening in the current brazilian context, according to the capitalist logic, does not guarantee the quality socially referenced.Item Processos avaliativos e documentação pedagógica na Pré-Escola da rede municipal de Rio Verde – Goiás(Universidade Federal de Goiás, 2019-09-03) Arantes, Liduina Vieira; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Rodrigues, Maria Emília de Castro; Silveira, Telma Aparecida Teles MartinsThis master's research composes one of several subprojects under development in the project “Public Policies and Childhood Education in Goiás: history, conceptions, projects and practices”, developed by the Center for Studies and Research of Childhood and its Education in Different Contexts (Nepiec ) of FE/UFG. The present investigation addressed the evaluation of early childhood education, the first stage of basic education, based on historical-dialectical materialism. Our reflections come from the documented research on evaluation in early childhood education, the dialogue with the theoretical framework and the study from Brazilian research, with the intention of proposing a new dialogue about possibilities of changes in the paradigms that supports the educational evaluation processes of children from four and six. years. For this, we conducted a theoretical-empirical research that had as its central problem: What theoretical and practical conceptual references guide the evaluation process in the preschool of Rio Verde municipal network? A systematic bibliographic survey on the theme investigated was carried out and as an empirical part of the research some investigative instruments were used with the team responsible for the pedagogical accompaniment of the institutions that attend the Early Childhood Education in the city of Rio Verde - Goiás and also in the pre-students from this municipality: interviews, questionnaires, analysis of the pedagogical documentation proposed to the school units, the institution's Political-Pedagogical Project and the daily activities planned by the teachers. Thus, we obtained basis to state that the evaluation still has an instrumental character and cannot mediate the process of reflection, diagnosis and social transformation. This fact is in opposition to the historical struggles for guaranteeing the right of children, to a quality public education that respects this time of experience and interaction for which teaching is intended at this stage of child development.Item Arte e práticas educativas na educação infantil: rupturas e continuidades(Universidade Federal de Goiás, 2019-09-02) Arantes, Milna Martins; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Silva, Kátia Augusta Curado Pinheiro Cordeiro da; Bastos, Raquel Benta Messias; Soares, Marcos Antônio; Teixeira, Ricardo Antônio GonçalvesThe present doctoral research investigated two aspects that are inextricably interrelated with the quality of the educational practices that contemplates knowledge, artistic experience and the formation of teachers, highlighting the role of the continuous formation, in special the course in Early Childhood education, Childhood and Art, developed by the NEPIEC/ FE/ UFG. We emphasize that this thesis is linked to the Research Line: Training, Teacher Professionalization and Educational Work, of the Graduate Program in Education of the Faculty of Education of the Federal University of Goiás (FE / UFG) and the project Public Policies and Education of the Childhood 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 start from the premise that art, aesthetic experience, imagination and creation are significant dimensions in the formation of children and presuppose conscious educational mediation based on theoretical- practical and methodological references, access, appropriation and resignification of cultural and artistic heritage. With reference to dialectical historical materialism, we sought for the analysis of the research object three methodological strategies: bibliographic review with the purpose of understanding the academic-scientific production on the interface between Art and Early Childhood Education, present in postgraduate programs-graduate, dissertations and theses, defended between 2010 and 2016; proposal of questionnaires to the teacher-cursist who work in early childhood education in the municipalities of Jataí, Senador Canedo, Cristalina, Firminópolis and São Luís de Montes Belos in order to know and constitute the profile of teachers and outline the process of continuing education: conceptions, bases theoretical-practical; participant research in Firminópolis and São Luís de Montes Belos, in order to know and to analyze the educational practice of the preschool teachers that contemplated the knowledge and the artistic experience, considering their theoretical-practical and methodological aspects. The construction of investigative data articulated the analysis of documents, questionnaires, interviews, conversations, testimonials, field insertion and images. In order to reach and comprehend the objectives of this investigation, considering its multiple determinants, we opted for a theoretical framework aligned with the socio-historical-dialectical perspective and the dialogue with authors who have historically contributed to the area of art in its didactic-methodological specificities. Our analytical efforts revealed disruptions and continuities, a dialectical and contradictory movement that embraced both stereotyped and standardized practices and practices that were committed to children's imagination, creation and artistic expression. In this sense, we understand that artistic praxis presupposes the need to poetize daily life, the deep involvement with the cultural and artistic production of humanity, with symbolic thinking and creative experience, as well as with consistent formative processes of teachers incorporating artistic knowledge and aesthetic and, which articulate theory and practice and the critical and creative analysis about their area of expertise.Item Sociedade, infância e família: memórias de estudantes de pedagogia sobre suas vivências infantis(Universidade Federal de Goiás, 2019-09-05) Assis, Danielle Lemos Barbosa de; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Rosa, Sandra Valéria Limonta; Silva, Simei AraújoThis research entitled “Childhood and Family: memories of students of pedagogy about their childhood”, is linked to the line of research “Training, Teaching Professionalization and Educational Work” from the Postgraduate Program in Education, from the Faculty of Education of the Federal University of Goiás (FE/UFG). Also composes the project “Public Policy and Childhood Education and its Education in Different Contexts (NEPIEC) of the FE/UFG. From the present political juncture, from the setbacks and loss of the basic rights of children, women and families, such as education, respect, dignity, the discussion of this theme is of great relevance. For we understand that, in order to perceive the child as a whole, we cannot take into account only his behavior, language and his activities in an isolated way, but associating with the environment in which he is inserted. At school, in the family, in play and other environments of which it is part, considering emotions, impressions and interactions that it establishes with its social environment, that is, the specificities that each of them brings with it. On the basis of these premises, the memory of children’s experiences in the family of the students of the pedagogy course was investigated, in order to understand and analyze the role of the family in childhood education. Taking the historical-dialectical materialism, a theoretical and empirical research was conducted involving students of the pedagogy course of the Faculty of Education of the Federal University of Goiás. For the accomplishment of the empirical stage of the research, different methodological procedures were used, such as questionnaires, interviews with the filming of the interviews and socio-historical-dialectic theory as theoretical and methodological benchmarks. Through this study, it was possible to observe that the concept of childhood, children and children’s education was built through the social relationships established with each other and this knowledge is transferred from generation to generation. Childhood portrays variations from one society or from one time to another, in which values and customs are transmitted and transformed by subsequent generations. Therefore, the history of childhood and family were marked by determining factors and constructed conceptions that are still present in our current society and continue to influence it in its form of organization. It was noticed that, through the experiences, relationships with the other are built, they play out their peculiarities before each situation. The family is the first place in which the subject establishes these relationships and constitutes himself. Thus, we conclude that the family is essential in human formation, because it is through it that moral and social values are built to coexist, as well as the constitution of the subject, his personality and conscience.Item O brincar da criança com deficiência física em processo de inclusão na educação infantil(Universidade Federal de Goiás, 2019-08-27) Barboza, Adriana Maria Ramos; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Oliveira, Ana Flávia Teodoro de Mendonça; Teixeira, Ricardo Antônio GonçalvesLa presente investigación El juego de los niños con discapacidades físicas en el proceso de inclusión en la educación Infantil está vinculada al Proyecto de Políticas Públicas y Educación de la Infancia en Goiás: historia, concepciones, proyectos y prácticas, desarrollado por el Núcleo de Estudios e Investigación de la Infancia y sus Educación en diferentes contextos (NEPIEC/FE/UFG), coordinado por la Profesora Dra. Ivone Garcia Barbosa. Y está vinculado a la línea de investigación y formación Profesionalización docente y trabajo educativo del Programa de Posgrado de la Facultad de Educación de la Universidad Federal de Goiás (FE/UFG). La educación infantil es un derecho de los niños y un espacio privilegiado para el juego, las interacciones, el desarrollo y el aprendizaje del niño y de la inclusión social. La presencia de niños con discapacidades físicas en la Educación Inclusiva en el sistema educativo regular, además de ser un derecho legalmente garantizado, es una realidad. Sin embargo, el número de estudios sobre el juego y la inclusión de niños con discapacidades físicas en la educación de la primera infancia es incipiente. Considerando la importancia del juego y las interacciones como eje de trabajo en la educación infantil, enfatizamos que el juego en la edad preescolar tiene la influencia principal en las actividades psíquicas de los niños, promoviendo la apropiación de la cultura y el desarrollo de funciones psicológicas superiores. El objetivo de esta investigación es comprender desde una perspectiva socio-histórica-dialéctica, cómo los niños con discapacidades físicas, en el proceso de inclusión educativa, interactúan en el juego con los niños sin discapacidades y se encuentran barreras para jugar en la educación infantil en un centro educativo municipal. Jardín de infancia, de la Escuela Municipal de Trindade - Goiás. Es una investigación participante con procedimientos etnográficos, basada en el método materialista histórico-dialéctico, cuyo análisis cualitativo de los datos se basa en el método. Los procedimientos metodológicos utilizados fueron: análisis a través de encuestas teóricas y documentales, observación participante, diario de campo, entrevista, ruedas de conversación, instrumentos audiovisuales (vídeos y fotografías). Los participantes de la investigación fueron dos niños con discapacidades físicas, sus compañeros de aula, dos maestros de la institución: Jardín escolar I y Jardín escolar II, los profesionales de apoyo, el coordinador, la directora del CMEI y la familia de los niños con discapacidades físicas. Los participantes de la investigación fueran considerados sujetos históricos y sus acciones fueran observadas y analizadas durante las actividades de juego libre o dirigido, en varios lugares de la institución, como el aula, la cafetería, el patio cubierto, el parque y los espacios libres. En la investigación de campo descubrimos que incluso el tiempo y el espacio asignados a los juegos restringidos, los niños con discapacidades físicas juegan de diferentes maneras, a veces solos, a veces en compañía. Reconocían como lugar para jugar, los espacios fuera del aula. Predomina el interés por el juego de simulación iniciado por los propios niños; Los roles sumisos fueron destinados al niño discapacitado por sus compañeros durante el juego. La presencia de barreras arquitectónicas y barreras de actitud, la falta de recursos de accesibilidad y la educación continua de maestros y profesionales de apoyo, su falta de comprensión sobre la importancia del juego y la Educación Inclusiva, interfieren con la calidad del juego y las interacciones experimentadas por los niños con discapacidad física en el proceso de inclusión en la educación infantil.Item Organização do trabalho pedagógico na educação infantil: um olhar sobre a rotina com as crianças de zero a dois anos(Universidade Federal de Goiás, 2019-08-28) Bezerra, Dayanna Cristine Gomes Rosa; Soares, Marcos Antônio; http://lattes.cnpq.br/5608250136124700; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Souza, Rosíris Pereira de; Barra, Valdeniza Maria Lopes da; Soares, Marcos Antônio; Barbosa, Ivone GarciaThe presented research is characterized as a subproject linked to the research project developed by the Center for Studies and Research on Childhood and its Education in Different Contexts called Public Policies and Early Childhood Education in Goiás: stories, conceptions, projects. and practices. This project is linked to the research line Teacher Education, Teacher Professionalization and Educational Work of the Graduate Program in Education of the Faculty of Education of the Federal University of Goiás. We investigated what were the dimensions that made up the organization of the pedagogical work and which of them were considered by the preschool teachers in the planning and routine execution with children from zero to two years, in view of the specificities in this phase of development. The qualitative research, having as theoretical assumption the historical-dialectical materialism, was developed through the case study, using different research methodologies, such as reading and analysis of documents; observation and recording in the field diary; questionnaire and interview. Thus, it can be understood that the organization of pedagogical work is based on a pedagogical proposal, as it contemplates different conceptions that permeate the institution's daily life, reflecting on the teaching performance. Routine is one of the dimensions that constitute the pedagogical work organization, since it is not isolated from other aspects of work. The analysis of the research data indicated the following research categories: 1) routine and daily life; 2) articulation of caring and educating; 3) child conception and teaching work; and 4) structure and working conditions. The whole analyzes considered the pedagogical work developed with children under two years, as well as the specificity of the children care in this age group. Thereby, the defense was made by a routine conception as continuous actions developed with the children, systematically and intentionally, as a way to organize the actions of the environment and projects, considering the conception of children; the learning and development process; the articulation of caring and educating, as well as the role of the preschool teacher, having as reference the objectives of this stage of education, in addition to other dimensions that make up the organization of the pedagogical work.Item Sexualidade e gênero na educação infantil: o que as teses e dissertações dos programas de pós-graduação em Educação contam e silenciam(Universidade Federal de Goiás, 2021-08-16) Carvalho, Rita de Cássia; Barbosa, Ivone Garcia; lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Suanno, Marilza Vanessa Rosa; Silveira, Telma Aparecida Teles Martins; Silva, Altina Abadia da; Teixeira, Ricardo Antônio GonçalvesThis doctorate research is composed by several sub-projects under development in the project Public Policy and Children’s Education in Goiás: history, concepts, projects and practices, of a group that studies childhood and its education, linked to the research line Training, Teachers’ Professionalization and Educational Practices of the Postgraduate Program in Education of the Faculty of Education of Federal University of Goiás. We believe that discussing and working with sexuality and gender with children in Early Childhood Education is an important and necessary task, since sexual and gender identities are under development in this age group, since birth, based on interaction and mediation processes with more experienced subjects and with cultural elements, which help these children appropriate meaning about the world they live in and, in particular, about sexuality and gender, through games, observations, questions, transgressions and resistance. Therefore, inspired by the state of knowledge methodology and content analysis, we propose to investigate what the theses and dissertations of the Graduate Programs in Education, indexed in the database of the Coordination for the Improvement of Higher Education Personnel ( Capes) and the Brazilian Digital Library of Theses and Dissertations (BDTD), disclose and withhold about sexuality and gender in / for / with Early Childhood Education. To this end, we used Boolean operators which assisted in surveying research on our theme, enabling cataloging as to: the type of research, year of defense, gender of researchers / regions, regions of Brazil, Higher Education Institutions and research groups. In order to verify the production of articles on the theme, we carried out a bibliographic survey in a Children's Education Work Group dealing with children 0 to 6 years of age (GT07) and a Gender, Sexuality and Education (GT23) Work Group from the National Association of Graduation and Research in Education (Anped), in SciELO and in the CAPES (a Brazilian federal government agency under the Ministry of Education, responsible for quality assurance in undergraduate and postgraduate institutions in Brazil) periodical portal. For analysis of the chosen researches, readings of: title, summary, keywords, summary and introduction were carried out, checking if they met the criteria established by us and, we observed that of the 91 elected studies, 43 met our purposes. From reading and analyzing the chosen works and, based on historical dialectical materialism, we dialogued with the objects, observing their propositions, realities and contradictions, and extracted from them the following categories for analysis: education / disciplinarization of children's bodies, the institution's daily education routine and its pedagogical practices, the use of toys and games in sexuality and gender education, as well as in the construction of children's identities and the transgression / resistance of children in / of early childhood education in the face of the norms and rules imposed on them. The analysis of the categories showed us how sexuality and gender are explored in Early Childhood Education, influencing the construction of sexual and gender identities, as well as what has been suppressed by educational institutions in terms of sexuality and gender - the transgender traits exhibited by some children between zero and six years of age.Item Movimentos sociais de mulheres em Goiânia: história, lutas políticas em favor dos direitos das crianças e educação infantil(Universidade Federal de Goiás, 2019-09-29) Conti, Juliana dos Santos Ponte; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Suanno, Marilza Vanessa Rosa; Oliveira, Natássia Duarte Garcia Leite deThis research entitled Social movements of women in Goiânia (state of Goiás, Brazil): history, political fights, and pro the rights of children to Early Childhood Education, linked to the research line Formation, Teaching Professionalization and Educative Work of the Graduate School Program of the Education Department of the Federal University of Goiás (FE/UFG), gathers one of the subprojects composed to the research “Public Policies and Childhood Education in Goiás: history, conceptions, projects and practices”, developed by the Center for Childhood Studies and Research and its Education in Different Contexts (NEPIEC/ FE/ UFG). The goal of this research is to analyze the historical constitution of the women’s movements in Goiânia, their history of struggle, achievements and demands regarding the rights to education for children aged 0-6. Therefore, it leads to attempting to understand the agenda, the axes of the fights and claims of women’s movements, identifying the presence or absence of subjects related to Childhood Education. In view of the current Brazilian historical and economical moment, which neoliberal politics reference promotes the decreasing of the life workers conditions and the dismantling of education, raises the need to investigate the reality of Childhood Education and its relationship with social movements in Goiás. Therefore, this research seeks to investigate questions of Goiânia about the agendas of the movements of women and feminist movements and the existence of possible relations of these agendas with the claims for a better-quality Childhood Education. To understand the socio-historical reality of our research object, based on the dialectical materialist method, we developed a theoretical and documentary survey, as well as an empirical stage, in which participated six women, university students, researchers, and teachers who dedicated their lives to fight for women's rights in Goiânia. Through the investigation, it was possible to understand that women's movements and feminist movements have demands related to early Childhood Education, although this right is treated in a restricted way, even understanding it as an important social policy for women's autonomy and independence.Item Trabalho docente com crianças de zero a três anos: concepções e desafios(Universidade Federal de Goiás, 2017-08-18) Costa, Dinara Pereira Lemos Paulino da; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Cordeiro, Kátia Augusta Curado Pinheiro; Silveira, Telma Aparecida Teles Martins; Soares, Marcos Antônio; Alves, Nancy Nonato de LimaThe 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.Item A educação infantil em Goiás: percursos e contradições nas décadas de 1980 e 1990(Universidade Federal de Goiás, 2016-06-21) Costa, Maria Aparecida; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Silveira, Telma Aparecida Teles Martins; Alves, Nancy Nonato de LimaThis research, entitled The Early Childhood Education in Goiás in the 1980s and 1990s: pathways and contradictions linked to the line of research Training, Teacher Professionalization and Work Education of the Postgraduate Program in Education, of Faculty of Education, of Federal University of Goiás. Integrates design Public Policy and Education of Children in Goiás: history, concepts, projects and practices developed by the Center for Studies and Research of Childhood and its Education in Different Contexts (NEPIEC). The research adopted the perspective socio-historical dialectic, with the objective to know the history process of the institutions of children education who were under the responsibility of public power state in the 1980s and 1990s and to identify where they are today and designs educational they develop. As a methodological option, the survey was conducted in joint steps, covering literature, documentary research and empirical step, in which were used: questionnaires, interviews and site visits to four municipalities in Goiás (Anápolis, Goiânia, Senador Canedo and Trindade). The research was guided by the following questions: The State has structured public policies to ensure the provision of Early Childhood Education for children 0-6 years? State institutions existing Early Childhood Education in the 1980-1990 period are still functioning? As are today, that social purpose and which educational projects they propose? The theoretical dialogue throughout the research process took place with various scholars, such as: Almeida (2011), Alves (2014), Barbosa (1997, 1999a, 2000, 2001, 2003, 2006), Marx (2003), Moura (2002) Kuhlmann (2007), Priore (2008) and Sposito (1993). The research confirms previous studies that indicate the absence of documentary sources and highlights the need for childhood education institutions rebuild their files and thus preserve the history. Contradictions in Early Childhood Education was observed in the 1980s and 1990s, in which the data show that the state fails to comply with the legal requirements for establishing public policies for Early Childhood Education. In addition, also it found is that, in the studied time, there are educational projects that demonstrated the adoption of textbooks in early childhood education. There has been undeniable progress in legislation directed to children 0-6 years, however, are perceived influences of neo-liberalism in the laws and official documents and, consequently, professional identity building childhood education and continuing education.Item Educação infantil do campo no município de Bela Vista de Goiás: a pré-escola para crianças residentes na área rural(Universidade Federal de Goiás, 2016-06-20) Ester, Mendes; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Teixeira, Sônia Regina dos Santos; Soares, Marcos Antônio; Pietrafesa, José PauloThis research, entitled Rural Children Education in the field in the municipality of Bela Vista de Goiás: pre-school for children living in rural areas, linked to the research line “Training, Teacher Professionalization and Educational Work” of the Posgraduate Program of College of Education in the Federal University of Goiás (FE/UFG), composes one of the subprojects integrated to the research "Public Policy and Education of Children in Goiás: history, conceptions, projects and practices" developed by the Studies and Researches Center of Children and your Education in Different Contexts (NEPIEC/FE/UFG), coordinated by Prof. Dra. Ivone Garcia Barbosa. This is an issue of research considered is relatively new in the scenario of research in the area of education, presenting it is important to be debated and studied, in view of the limited number of studies performed and the urgent need to think and give the child education also the children living in the field. Researches have denounced the lack of institutions for this portion of society and pointing to the need for more quality in educational directed children younger than 7 years from rural area. Faced with this problem, the objective of this work understand. was pre-school children education living in rural area in the state of Goiás, Brazil, in order to understand the directions set out in brazilian educational policies and the implementation of education for children aged 4 to 6 years old residents of the countryside. In order to apprehend the social and historical reality of our research object, based on the dialectical materialist method, we developed a theoretical and documentary research, as well as an empirical stage, in which 20 professionals of education were participants in Bela Vista of Goiás. The research results indicated the importance of constituting systematic dialogue among studies on Children Education and Rural Education. Still, we found that the effectiveness of a Rural Children Education policy covers a complex process in so far as pre-school education offered to children living in rural areas take place in urban schools, which do not always articulate a curriculum with the rural reality. In this sense, the root of the discussion about Rural Children Education does not end in the reality of the municipalities, but presents itself as a conjunctural problem that permeates financing discussions, structure, teacher training; and actions and State policies, not only emergency measures coated in government policies.Item A brincadeira das crianças de 0 a 3 anos no contexto da educação infantil: perspectivas na produção acadêmico- científica brasileira (1999-2015)(Universidade Federal de Goiás, 2018-09-26) Fortini, Fernanda Antunes Guimarães; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Soares, Marcos Antônio; Teixeira, Ricardo Antônio GonçalvesThe present dissertation "The play of children from 0 to 3 years in the context of Early Childhood Education: perspectives in the Brazilian academic-scientific production (1999- 2015)" is a subproject of the research entitled "Public policies and childhood education in Goiás: history, conceptions, projects and practices "- which is being developed by the Center for Studies and Research of Childhood and its Education in Different Contexts (NEPIEC) - and is a work that integrates the research line" Training, teacher professionalization and educational practices " of the Post-Graduation Program in Education, Faculty of Education, Federal University of Goiás. This dissertation proposed to present results of an investigation based on an analysis of the Brazilian academic-scientific production, from 1999 to 2015, about of the child's play from 0 to 3 years in the social-historical-dialectic perspective, in the context of Educ Children's action. We defined as a general objective: to know and analyze the academic-scientific production, from 1999 to 2015, on the play of children from 0 to 3 years of age in the context of Early Childhood Education. And as a specific objective: to discuss the different references for which the child's play has been analyzed, highlighting and understanding how the socio-historical-dialectic perspective discusses the play of the child from 0 to 3 years old. We decided to investigate the child's play from 0 to 3 years of age in this perspective, in the context of Early Childhood Education, with the main objective of answering the following question: how are the discussions about the child's play in this age group in the production academic period from 1999 to 2015 and, in particular, from a socio- historical-dialectical perspective? To answer this question, we proceeded to a bibliographical survey about the subject under study in different databases considered representative of the academic-scientific production in Brazil: CAPES, ANPED, IBICT. The investigative process was accomplished through the following methodology: qualitative research of the theoretical- bibliographic type. It is a theoretical dissertation based on bibliography that proposes the re- reading of the academic-scientific production of the field in the light of historical-dialectical materialism, possibly with a great critical-reflection to the socio-historical-dialectical perspective. We had as theoretical reference the following authors: Marx; Engels; Vigotski; Leontiev; Luria; Elkonin; Wallon; Barbosa. We verified in our analysis that there is a wide discussion about the child's play from 0 to 3 years in diverse theoretical and methodological perspectives. Regardless of the theoretical reference, all the works analyzed conceive play asa fundamental element of learning and child development. However, the authors note in their research that conceptions of play by educational professionals is a conception of instrumentalization of play as a didactic-pedagogical resource, not providing space and time for children to play in Infant Education, and not valuing the play as the main activity that generates the most significant changes in the infant psyche.Item Educação corporal para as crianças pequenas: existe lugar para a educação física?(Universidade Federal de Goiás, 2011-08-22) Gonzaga, Laerson Pires; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128The present study, linked to the line of research Training and Teacher Professional, of the School of Education (Post-Graduation Department), of the Federal University of Goiás and the Study and research for Children and their Education in Different Contexts Nucleus (Nepiec), aimed to investigate, analyze and understand the historical movement of approch between the fields of Early Childhood Education and Physical Education, having as object the Body Education and experience of the Municipal Goiânia than in the years 2000 and 2001 incorporated the framework of public Early Childhood Education teachers from the Physical Education. We therefore investigated the role played by the body in the history of early childhood education, the historicizing of Physical Education and training directed towards the performance spaces in early childhood education, the process of integration of physical education teachers in Municipal Center for Child Education of the Municipal Network Education Goiânia. We base on historical data obtained primarily through literature and documents, from empirical data obtained on account of semi-structured interviews with those involved in the insertion of the Physical Education teachers in these Municipal Center for Child Education. In the dialectical analysis of the data, we base on the principles of historical research described by Alberti and Bacellar, collectively organized in the work of Pinsky. We talk with leading authors in the history of Early Childhood Education - Kuhlmann Jr., Merisse, Kramer, Oliveira, Barbosa, Rizzini, Del Priori, among others - and Physical Education - Soares, Bracht, Sayão, Oliveira, Negrini, among the main ones. We start with the understanding that body education has been the main element of approch between the areas of Physical Education and Early Childhood Education in that constituted as object of study and intervention of both, but also, because of their pedagogical possibilities, as well as, has been the argument for the inclusion of physical education teachers in Early Childhood Education. We found that: a) - Body Education has always been present in early childhood education, even though historically there has been no physical education teachers working at this stage of education, b) - in Brazil, the field of Physical Education has been interested only in the Early Childhood Education last twenty years, according to the appropriation of knowledge produced in the areas of history, anthropology, social sciences, c) - the inclusion of physical education teachers in Early Childhood Education in Goiânia city was an experience that's part of the PE teachers, permitted advances in relation to body education of young children, but the part of the Municipal Secretariat, caused the fragmentation of activities with the children pedagogical actions bodily, d) - without specific training, the desire for Physical Education teachers to work in Early Childhood Education tends to not be well successful, as shown by the experience of Goiânia. In this sense, the fields of Early Childhood Education and Physical Education must join together to overcome the challenges faced on this issue.Item As políticas multissetoriais e integradas do Banco Mundial no Brasil: a infância como capital humano do futuro(Universidade Federal de Goiás, 2016-10-28) Marquez, Christine Garrido; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Silva, Kátia Augusta Curado Pinheiro Cordeiro da; Oliveira, Anátalia Dejane Silva de; Alves, Nancy Nonato de Lima; Soares, Marcos AntônioThis research integrates the project of Public Policy and Education of Children in Goiás: history, concepts, projects and practices developed by the Center of Studies and Research of Childhood and its Education in Different Contexts (NEPIEC) which is inserted in the research line: Education, Teaching Professionalization, Educational Work of the Postgraduate Program in the School of Education of the Federal University of Goiás. Propositions of multisectoral policies and integrated development of Early Childhood of the World Bank for developing countries have been investigated, which involve interconnected actions in education, health, nutrition, social protection (child protection and social assistance) and basic sanitation, in order to understand how this process has been set up in Brazil as of the 1990s. A documentary and literature research was carried out and we propose as reference of analysis historical and dialectical materialism. The starting point being a survey called State of the Art on the studied subject, in order to map out the academic and scientific production in the field, to enable a look at the production, observing the evolution of research, its features, focus and gaps. Presenting the multiple aspects of the organizational structure of the World Bank and its development policy propositions on Early Childhood supported in the six Education Sectoral Documents and the eight publications produced from 1974 to 2014 by the International Organization, which were formulated to instruct the political debate with governments, development partners and civil society in developing countries, including Brazil. The strategic entry points of investment have been analyzed, classified into four themes based on: 1) programs based on Early Childhood Development Centers focusing on school readiness; 2) residential programs based on behavioral change in relation to health, nutrition and child care; 3) communication / media campaigns aimed at families with young children on child health, nutrition and overall development; and, 4) conditional cash transfer for families with small children. It is concluded that the World Bank since its inception in 1944, besides project financing, policy-making, technical assistance to governments, also plays an important role in the meeting, synthesis and dissemination of knowledge about the specific development issues covering its extensive practice area, including the development of Early Childhood, services in the area and around the world. Since the seventies, the World Bank references the relevance of the adoption of multisectoral and integrated programs designed for Early Childhood, with the theoretical support based on the political theory of human capital, which seeks the reproduction and accumulation of capital, as opposed to a project that aims to guarantee full rights the children in Brazil.Item Educação para as relações étnico-raciais e infância: contribuições para a formação de professores da educação infantil no curso de Pedagogia(Universidade Federal de Goiás, 2021-08-31) Ribeiro, Núbia Souza Barbosa; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Suanno, Marilza Vanessa Rosa; Almeida, Renato Barros de; Barbosa, Ivone GarciaThis dissertation was developed in the Graduate Program in Education of the Faculty of Education of the Federal University of Goiás, in the research line "Training, teacher professionalization, educational practices", linked to the Center for Studies and Research on Childhood and its Education in Different Contexts (Nepiec). The research analyzed and reflected on education for ethnic-racial relations and childhood, having as object of this research the students of the Pedagogy Course at FE/UFG. It is highlighted as a central problem of the research what conceptions the students of the Pedagogy course have about ethnic-racial relations and whether these conceptions (or lack of conception) maintain relationships with the training process in the course and/or depend exclusively on experiences constituted in other contexts of life. As a general objective of this research, the aim was to know, analyze and understand the process of appropriation of knowledge about ethnic-racial relations and the conceptions that the students of the Pedagogy course reveal (or silence), considering personal and their trajectories. The specific objectives are: to discuss the process of historical-social consolidation of the debate on racial issues and their legal and cultural implications; analyze and problematize the formation of teacher(s) of kindergarten at higher level, in Pedagogy courses; analyze and understand the process of appropriation of knowledge about ethnic-racial relations in childhood, and analyze the proposal of the Pedagogy course at FE/UFG, highlighting the training possibilities for the assumption of ERER debates and concepts. The theoretical body of this work is referenced, above all, by the arguments of: Rosemberg (1998), Moura (1994; 1992), Fernandes (2008) and Santos (2005), to think about education for ethnic-racial relations and the history of struggles and demands of the black movement; and Brzezinski (1996), Freitas (2002; 2007), Martins (2007) and Charlot (2014), to reflect on the Pedagogy course and the training of teachers. The investigation and exposure process was based on the historical-dialectical materialist method (MARX, 2003; 2017; BARBOSA, 1997; 2006). The research and exhibition process was guided by a qualitative methodological perspective. Therefore, a bibliographical survey was carried out, seeking to understand the studies and researches about ethnic-racial relations, with a focus on childhood and initial teacher education and in Pedagogy courses. The investigation also included the empirical stage of the research, in which a questionnaire was built and proposed to students in the Pedagogy course at the Faculty of Education (UFG). Posteriorly, pre-structured interviews were carried out in order to understand the conceptions of ERER, on which their pedagogical practices will be basedItem Pobreza, infâncias e exclusões no contexto da pandemia (Covid-19) em Itaberaí, Goiás: dialogando com crianças de quatro a seis anos de idade da classe trabalhadora(Universidade Federal de Goiás, 2022-06-02) Serra, Elenice Belcholina da; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Teixeira, Ricardo Antonio Gonçalves; Soares, Marcos AntônioThis dissertation is part of the Project Public Policies and Childhood Education in Goiás: history, conceptions, projects and practices, coordinated by the Center for Studies and Research of Childhood and its Education in Different Contexts (NEPIEC), linked to the line of research Training, Teacher Professionalization and Educational Work of the Graduate Program in Education of the Faculty of Education of the Federal University of Goiás (PPGE/ FE/ UFG). The study aimed to understand aspects of child poverty in Goiás from the perspective of poor children aged four to six years working class in their reports and silences about childhood and exclusions in the context of the pandemic caused by the Novo Coronavirus. The writing of this dissertation text is based on historical-dialectical materialism, which allowed us to analyze the facts not as something isolated or ready in itself, but as collective constructs marked by numerous historical and socially constructed interactions and contradictions. The reflections start initially from documentary and bibliographic analyses to understand the reality historically constructed and experienced by the poor Brazilian working class and the children of this group. The empirical part of the dissertation was developed in the municipality of Itaberaí-GO, with 17 children between four and six years old, with authorization signed by their parents/guardians. Due to the atypical period of the pandemic (Covid-19), our first contacts and observations were mediated by two educational units of the municipal education network of Itaberaí-GO via virtual groups of classes, organized from instant messaging application and voice/video calls. We also dialogued with professionals from the educational units (two in the school management function, three in the coordination function and six teachers) using an electronic questionnaire and open dialogues mediated by semi-structured scripts. With the children we chose to develop: dialogues with semi-structured scripts, reflections from children's stories, production of drawings (housing, family and other drawings freely chosen by the children) in individual conversations and/or small groups. The dialogues transcribed in the dissertation text were carried out in part in the educational units, when the return to classroom classes in the municipal network of Itaberaí-GO, but also in some residences since some children remained studying at home when hybrid teaching was still offered (face-to-face and remote). To this end, we follow the safety protocols required in the pandemic period and the guidelines of ethics in research with human beings. We observed from bibliographic and empirical studies that the pandemic expanded the scenarios of impoverishment and social inequality experienced by poor working-class families in Brazil, bringing direct repercussions on children's lives. The statements of children between four and six years old revealed that they have experienced their childhoods within the limits allowed to them in the context of a member of the poor working class of Brazil and carry marks of child poverty demonstrated in aspects of not full access to social rights, limitations and exclusions that they experienced even before the pandemic state.Item Práticas pedagógicas na educação de crianças de zero a três anos de idade: concepções acadêmicas e de profissionais da educação(Universidade Federal de Goiás, 2015-08-28) Silveira, Telma Aparecida Teles Martins; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Souza, Regina Aparecida Marques de; Silva, Kátia Augusta Curado Pinheiro Codeiro da; Soares, Marcos Antônio; Alves, Nancy Nonato de LimaThis doctorate research is composed by several sub-projects under development in the project Public Policy and Children’s Education in Goiás: history, concepts, projects and practices, of a group that studies childhood and its education, linked to the research line Training, Teachers’ Professionalization and Educational Practices of the Postgraduate Program in Education of the Faculty of Education of Federal University of Goiás. We investigated zero-to-three year old children’s pedagogical practice in order to understand academic and educational professional concepts about the pedagogical practices in zero-to-three year old children’s education. The premise that rules the analysis is that teaching practice must be understood as praxis, theory and practice unit that acquires a mediator character of knowledge appropriation process produced historically in material reality, concrete of human beings. However, the conception of pedagogical practice presented in academic productions and by early childhood education professionals - with their practices in the field of knowledge, values, attitudes - is marked by overlapping actions of conflicts and contradictions in the articulation and disarticulation of interest classes. That is, in a contradictory movement can be meant advances in pedagogical practice by enabling praxis, but also containing pragmatic purposes, utilitarian theory and practice relationship. Therefore, it was outlined the central research problem: What do theoretical and practical elements and methodological of the pedagogical practice guide the academic-scientific production of early childhood education, as well as the conceptions expressed by professionals (teachers and educational staffs) that work in zero-to-three year old children education in municipal public institutions? With reference to the dialectical historical materialism, we sought to analyze the research object into three methodological strategies: state of the art about teaching practices with zero-to-three year old children; the proposition of questionnaires and interviews with education professionals from Senador Canedo city and analysis of documents pertaining to this reality. We analyzed public policies for early childhood education, with reference to the nursery school and its historical constraints, and political theorists in the constitution of capitalist society in the process of urbanization, organization of work and ways of living and building this reality. He sought to understand the academic-scientific literature on the pedagogical practices with zero-to-three year old children presented by dissertations and theses written from 1996 to 2012 in Brazilian postgraduate programs, as well as the concepts of the early children education professionals from Senador Canedo City that work with zero-to-three year old children. Finally, by the movement untaken of this research we could notice the academic field approaches grounded in childhood sociology field, childhood pedagogy and pragmatic reflexive pedagogical practice. From the perspective of 82 education professionals (teachers and educational staffs) that work in nursery schools in Senador Canedo city, pedagogical practices are presented in a contradictory way and there is a strong separation between theory and practice. We could notice the historical materialization, in the nursery school, the act of taking care and in the pre-school, the act of teaching, or the teaching as a specific action of educacional staff and the teaching accomplished by the teacher.Item A literatura infantil e a prática formativa na pré- escola: dialogando com questões étnico-raciais e a educação da criança indígena(Universidade Federal de Goiás, 2014-09-04) Sousa, Cleide Santos de; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Alves, Nancy Nonato de Lima; Silva, Kátia Augusta Curado Pinheiro Cordeiro daDissertative This work is part of "Public Policy and Education for Children in Goiás: history, concepts, projects and practices" project, developed at the Center for Studies and Research of Children and their Education in Different Contexts - NEPIEC the FE / UFG. The aim of this study was analyze teaching practices in Preschool considering the Children's Literature as training possibility and knowledge about indigenous peoples to which children have access. The theoretical framework of the research is the historical-dialectical perspective, considering the need to identify the determinations of the object under study and understand it from the context and critical analysis of the problem, since the search interconnects with various issues of historical, political, economic, social and cultural. Furthermore, with reference to the path taken by researcher fellow in the production of scientific knowledge and reflections arising from the confrontation of theory with practice. This work is structured in three chapters, the first chapter: The Ethnic-racial Education intends to highlight the issue of ethnic-racial education, highlighting theoretical productions and some documents that are part of these discussions, such as the Federal Constitution of 1988, LDB 9394/96, Law 10,639 / 03, the National Curriculum Guidelines of Indigenous Education. Chapter two: Childhood Education, Literature and Human Formation: conceptual reflections aims to provide readings as the historical dialectic perspective on early childhood education and about the literary art and its training possibilities. In chapter three: The Children's Literature and Formative Practice on Altamira's Preschools: reflections on indigenous culture, presents the identification of the context of conducting the research and approaches of teaching practices considering the purposes of work with children through of Children's Literature. The results showed that: the readings are performed predominantly in classrooms with children; There are few books of children's literature considering the amount of children in the county, the amount is unsatisfactory; children's literature is used by teachers in order to treat and to facilitate learning content and that there is need for material in pre-schools to promote education that recognizes and values the Indian culture.Item Educação infantil em Cristalina – Goiás: história, trabalho e identidade docente na perspectiva das professoras da rede municipal de ensino(Universidade Federal de Goiás, 2018-09-28) Vale, Cleonice Moreira do; Barbosa, Ivone Garcia; http://lattes.cnpq.br/8032275045906128; Barbosa, Ivone Garcia; Rosa, Sandra Valéria Limonta; Silveira, Telma Aparecida Teles MartinsThis work presents results of the Master's research entitled "Early Childhood Education in Cristalina - Goiás: history, work and teacher identity from the perspective of the teachers of the municipal teaching network", linked to the research line "Training, Teaching Professionalization and Educational Work", of the Postgraduate Program in Education of the Faculty of Education of the Federal University of Goiás (FE/UFG). The research composes the project "Public Policies and Education of Childhood in Goiás: history, conceptions, projects and practices", developed by the Center for Studies and Research of Childhood in its Education in Different Contexts (Nepiec/FE/UFG). Based on the historical-dialectical materialism, a theoretical end empirical research was carried out in the period of 2017 and 2018. Initially, it counted with 33 participants and it finished with 17, being teachers of Early Childhood Education of the municipal. In the investigative process, we assume the premise that professional identity is constituted in social relations, involving a process of identification, differentiation and recognition. Our main objective was to analyze the historical constitution of Early Childhood Education in the municipality researched and to understand the teachers' conceptions about work and teaching identity in this stage. The results of the empirical research indicate that, despite the social devaluation of teaching work, the withdrawal of professional rights and precarious working conditions, teachers assume the education of children from zero to six years as a field of work, wishing to remain in this stage. In the municipality, there is a movement of resistance of the workers of the first stage of Basic Education, who struggle for the quality referenced of this, as well as for the valorization and social recognition of the teaching work, opposing the fragmentation of the first stage of Basic Education, configured in the transfer of children of four and five years to elementary schools. Such a movement can be understood as a way of preserving both the integrity of the teaching identity and the identity of Childhood itself as an educational stage. All these aspects represent a great step forward for teachers. However, they regress and contradict themselves when they show excessive appreciation for the attributes related to mothering and assistance, as the main indicative of the good teacher. We conclude that the Continuing Education offered by Nepiec/FE/UFG - Curriculum, Planning and Organization of Pedagogical Work in Early Childhood Education and Early Childhood, Art and Education - collaborated in the construction of new ways of thinking work and the teaching identity of the teachers of that municipality. However, there are still countless challenges in the public policies of early childhood education, training and teaching, in the sense of appreciation and social recognition of teaching.