Trabalho e identidade docente de professoras aposentadas na educação infantil

• Ano de defesa: 2023
• Autor(a) principal: Simonini, Patrícia Barros Viana
• Orientador(a): Barbosa, Ivone Garcia
• Banca de defesa: Barbosa, Ivone Garcia, Teixeira, Ricardo Antônio Gonçalves, Soares, Marcos Antônio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RMG)
• País: Brasil
• Palavras-chave em Português: Educação Infantil; Formação Docente; Identidade Profissional; Aposentandas
• Palavras-chave em Inglês: Early Childhood Education; Teacher Training; Professional Identity; Retiring Teachers
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/13760

Our research constitutes the project "Public Policies and Early Childhood Education in Goiás: history, conceptions, projects, and practices," linked to the Graduate Program in Education (PPGE) of the Faculty of Education (FE) at the Federal University of Goiás (UFG) in the line of Teacher Training, Professionalization, and Educational Work. We investigate the constitutive elements of the professional identity of retiring teachers through critical reflections, which have requirements and meet the criteria provided for in Constitutional Amendment No. 20 of 12/15/1998, regulating under the pension system; and subsequently, with Constitutional Amendment No. 103 of 2019, regarding the time and age required for retirement. Based on a socio-historical-dialectical perspective, we revisit the historical process of Early Childhood Education in Brazil and Goiás, seeking to understand its historicity and current conditions. In conducting this survey, we comprehend the conceptions, tensions, and public policies that guide the 1988 Federal Constitution to the current documentation governing Early Childhood Education institutions. We aim to recognize the teaching and identity formation of these individuals. As a methodological choice, the research was conducted in articulated stages, including literature review and documentary research based on census data. There have been undeniable advances in legislation for children aged 0 to 6; however, they have been influenced by neoliberalism in laws, official documents, and consequently, in shaping the identity of retired Early Childhood Education teachers.