Um lugar chamado EMEIEF: características, diálogos e fazeres da educação Infantil

• Autor(a) principal: Oliveira, Conceição Regina Pinto de
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/6056
• topic: Early Childhood Education; Elementary School; Educacional institutions; Teaching; Educação Infantil; Instituições educativas; Trabalho docente; EMEIEF; Escolas de ensino pré-escolar; Educação; Educação de crianças; Escolas públicas.; Educação pré-escolar; Prática de ensino; Ensino fundamental; Professores; 37

In the scenario of educational research in Brazil, in particular those that focus on Early Childhood Education (ECE) and on the configuration of teaching this grade in Basic Education (BE), our study aims to characterize the institutions named Escola Municipal de Educação Infantil e Ensino Fundamental EMEIEF (Municipal Early Childhood Education and Elementary School), their specificities and forms of working. Linked to this purpose, we seek to understand not only the process of teaching in ECE but also the teacher training activities implemented in the institution. In the literature review, studies and research in the field of ECE and in the field of teaching were explored in order to identify the trends and the configuration of the "niche" in which our thematic study is placed. The way we problematize our work is linked to Mikhail Bakhtin concepts of dialogism, polyphony and heteroglossia, associated with Michel de Certeau s concepts of doing with , place and space, tactics and strategies. It is an exploratory qualitative research, by ethnographic inspiration. The data collection/production was done through document analyses, participant observation, interviews and focus groups, bearing in mind the ethical conduct necessary to interact with the subjects/participants in the field work, with their agreement properly registered in the Informed Consent Form. Results show that we can characterize EMEIEF institutions as peculiar and complex places: although there are responsive dialogical relations in the interactions between children and professional teachers, contributing to a decrease in the historic division in the passage from ECE to Elementary School (ES), the infrastructure of the institution does not meet the specifics of working with ECE. It is manifested in the speech of many professionals the desire to have those children studying in institutions exclusively designed for them (CEMEI). We also found that teaching qualification takes place in the context of the work with children, in personal initiatives of the teachers of ECE and ES and in continuing education courses offered by the Department of Education Hall, reverberating in the configuration of teaching in EMEIEF