Teaching in early childhood education: origins of women professional constitution

• Autor(a) principal: Batista, Rosa
• Data de Publicação: 2018
• Outros Autores: Rocha, Eloisa Candal
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zero-a-seis
• Texto Completo: https://periodicos.ufsc.br/index.php/zeroseis/article/view/1980-4512.2018v20n37p95

This work aims to present a set of studies which the main goal is to analyze the definition of teaching in Early Childhood Education and also the conceptual construction about the specificities of the role on the issue of teaching in childhood. The study about the professionals of Early Childhood Education, their roles, educational action and the differences among professionals in the education of the children was inaugurated especially with Cerisara (1996) and Sayão (2005) who, in their theses, dealt with the contradictions between women and professionals, the identity of the teachers and the notions of gender involved in the functions and in the relations of work next to the small children. The concern in understanding the bases of this profession, its identity and gender, is allied to the concerns with historical origins of this teaching. In this way, the studies of Rock (2012) and Batista (2013) broaden the focus of the research about professionalization for the emergency of teaching, generating new critical questionnaires and investigations about the historical process that constitutes the teaching in Early Childhood Education.