O desenvolvimento profissional da docência de professoras da educação infantil de Terra Nova do Norte - MT

• Autor(a) principal: Mueller, Glades Ribeiro
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/946
• topic: Formação de professores da educação infantil; Desenvolvimento profissional da docência; Cuidar/educar/brincar; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Teacher development in early childhood education; Professional development; Care/educate/play

The research presented here is based on the question: How do teachers of Early Childhood Education in Terra Nova do Norte, Mato Grosso conceive the construction of their professional development? In order to respond to the objective of understanding teacher’s professional development at the Early Childhood level, qualitative research methods were used, based on Bogdan and Biklen (1994), and the Case Study approach (Andrew, 1995); as instruments, semistructured interviews were employed, as presented in Gaskell & Bauer (2002) and Bogdan and Biklen (1994); and Observational Records were kept in the form of a field notebook, in accordance with Bogdan and Biklen (1994) and Andrade (2011). This research was guided by theoretical framework in teacher education, professional development and teacher identity, as presented in Marcelo García (1999), Nóvoa (1992, 1995), Mizukami (2003) and Monteiro (2003). Likewise, teacher development in the area of Early Childhood Education is based on Machado (2002), Craidy (2001), Didonet (2001), Gomes (2002, 2009), Haddad (1993), Kishimoto (1999), Kramer (1992, 1997, 1998, 2000, 2005), Lopes (2009), Oliveira (2005, 2010, 2012), Redin (1998, 2000, 2012), Silva (2001) and Silva, and Silva Pasuch (2012). Regarding infancy, and child development, the viewpoints of Ariès (1981), Andrade (2011), Barbosa (2009), Benjamin (2009), Kulman Jr (1998), Leontiev (2010), Vygotsky et al (2009) and Sarmento (2005) are presented, as well as those of national and institutional documents. The analysis is based on three axes: the trajectories and courses which have influenced professional identities; the Early Childhood teacher and the comprehension of infancy and the learning acquired through professional activities in Early Childhood Education. I argue that the educators surveyed are in the process of formation that runs throughout all of their trajectories. They are at the initial stage of teaching: a period of tensions, intensive learning, and the process of professional and personal knowledge construction. They find themselves within a unique process of learning to teach; it involves personal, cognitive contextual and relational characteristics, as well as capacities and potentialities developed throughout their careers. Personal and professional identity is also a building process, the interweaving of the personal and professional networks of relationships with other teachers, the school and other elements that corroborate within this constitution. The learning of teaching in Early Childhood Education requires the development of learning and expertise: the understanding of the child and childhood, child development, playing / caring / educating, imitating, role play, planning, routines and environments. Therefore, as a result of this study, as the three axes, the teachers approach the discussions presented by theorists. The teachers are very early in the process with respect to the understanding of childhood and teaching. Their identity and their learning pathways need to be constructed and reconstructed in a more collective movement.