Sentidos que emergem do/circulam no trabalho docente na educação infantil

• Ano de defesa: 2014
• Autor(a) principal: Paulino, Verônica Belfi Roncetti
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Childcare workers; Child education educators' training; Teachers; Educação infantil; Auxiliares de creche; Formação continuada na educação infantil; Professores; Creches; Educação de crianças; Educação para crianças; Formação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/1153

This study focuses on the constitution of teaching in Child Education (CE), with reference to the scenario of CE articulated to the professional area, linked to characteristics of CE, in the inseparability of educating and caring, from the context of changes in the education system and the expansion of the supply of CE. Focuses on understanding the meanings that emerge from / circulating within the teaching in CE of childcare workers and teachers who work with children aged zero to three years, when mediated by a training process. It is supported by theoretical-methodological bakhtinian linked to the references the teaching work and formation in the field of early childhood education, based on a grasp of the dialogical setting. It articulates this anchorage to qualitative research through methodological procedures of participant observation and interviews, having as study field the experience of an institution of Early Childhood Education. The results demonstrate tensioning between continued formation and professional experience, extending to professional teachers in disparate functional position front of pedagogical perspective of the inseparability of educating and caring. The meanings that emerged and circulated from the conversation groups proposed in this research to include the complexity of teaching work in CE, set by hierarchical logics in the teaching profession. Such foundations focus on dilution of an educative work based on pedagogical commitment and the formation of the children, because the way hires are being magnified and made more flexible, is at the same time intensifying the fragility of the teaching role, in terms of the minimum qualification required by law to work in CE as well as in continued formation.