Educação infantil em Cristalina – Goiás: história, trabalho e identidade docente na perspectiva das professoras da rede municipal de ensino

• Autor(a) principal: Vale, Cleonice Moreira do
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000003n0t
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9247
• topic: Trabalho docente; Identidade docente; Educação infantil; Teaching work; Teaching identity; Early childhood education; CIENCIAS HUMANAS::EDUCACAO

This 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.