“O que nos une é mais forte do que o que nos separa”: a construção das identidades docentes a partir das interações entre professoras no contexto da Educação Infantil

• Ano de defesa: 2022
• Autor(a) principal: Paiva, Ana Carine dos Santos de Sousa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Educação Infantil; Identidade docente; Interações; Pares docentes; Early Childhood Education; Teaching identity; Interactions; Teaching peers
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/70369

This scientific work was located in the field of Early Childhood Education and had as object of study the construction of the teaching identity, from the interactions between teaching pairs, its general objective was to analyze how the interactions between teachers influence the construction of their identit ies as teachers of babies and small children. As a theoretical foundation, we are guided by the contributions of Ciampa (2005; 2012), Rocha (1998), Bondioli and Mantovani (1998), Fortunati (2009; 2017), Freire (2014), Malaguzzi (1999; 2016), Placco et al. (2015), among other relevant authors to deepen reflections on our research. The course of this research was based on a qualitative approach and on the case study method, carried out with 11 teachers from a municipal Early Childhood Education Center, locate d in the city of Fortaleza CE. These professionals participated in in depth individual interviews and two focus group sessions. The interactions that occurred between them were also observed, both in person and virtually (during the period of the COVID 19 pandemic). As a result of this study, we found that: the interactions/exchanges between peers that the teachers carry out in the daily life of the Early Childhood Education Center have strongly contributed to the construction of their teaching identities i n the Early Childhood Education and the transformation of their pedagogical practices, as well as to changes in values and attitudes relating to children and their families; the transformations that occurred in the teaching action happen, mainly, through t he strategy of constant observations that the teachers carry out of the practices and attitudes of their colleagues, realizing how they relate to each other (professionals, children and families); the teachers defend as specificities of the pedagogical wor k in the Early Childhood Education: the systematic carrying out of studies on Early Childhood Education, the partnership with the families, listening to the children, the organization of proposals that delight the children, the organization of the Early Ch ildhood Education Center environments in a collaborative way; the teachers have strengthened their teaching identities through informal formative moments that take place in the context of the Early Childhood Education Center I, in which they discuss issues and problem situations that emerge from everyday life with the children; The teachers' reports point out that the continuing education offered by the Education Secretary needs strategies that have listening to the teachers as their training center, as wel l as their difficulties, concerns and themes that emerge from their contexts, as well as promoting moments of interaction throughout the year teaching, in which the teaching peers can dialogue about their conceptions, values, beliefs, experiences, concerns and pedagogical practices that support the daily work with the children and that directly impact the construction of the teaching identities of those who work in, as well as in the school itself. construction of the identity of this stage of basic educati on.