Infância e educação infantil: programa de formação inicial para professores em exercício (2004 10)

• Autor(a) principal: Silva, Polyana Aparecida Roberta da
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/13676; https://doi.org/10.14393/ufu.te.2014.87
• topic: Educação; Infância; Formação docente; Educação - Infância; Professores - Formação; Education; Childhood; Teacher training; CNPQ::CIENCIAS HUMANAS::EDUCACAO

From 2004 to 2010, Brazilian government, in its federal, state and municipal levels, proposed and developed a teaching education program aimed at educators working with children aged 0 to 5. As model of teaching training, Proinfantil program focused on lay teachers who were working public schools. This study aimed to build a historical understanding of such program as an educational public policy for teachers training. It does so by analyzing Proinfantil s impact on teachers classroom practice in a research this thesis presents. The research sought to show the effects of such program as a device to constitute them as individuals prepared to teach children. Carried out as a qualitative documental research, this study relied on sources as statistic data, textbooks, legal documents and general documents related to Proinfantil. In an interpretive analysis, we searched to identify guidelines behind the materialization of this program education policy. Doing so required not only to make its theoretical foundations clear but also to think reflexively on the ways it took; besides discussing teacher education background for the early years of schooling, children education as something tailored to childhood characteristics and singularities, program s characterization both nationally and in Minas Gerais state. Results allow asserting that Proinfantil fulfilled its role of opening possibilities of interpreting the reality of teachers who were working at the time. It made possible to verify the theoretical conceptions underlying such teacher training and the conceptions of childhood, child and children education as well as Proinfantil structure as to instructional and didactic materials, curricular guidelines, assessment proposition, accompaniment forms, evaluative reports from Ministry of Education and other organisms of evaluation, finally, important documents related to the process of implanting and consolidating the program. We highlight, however, that Proinfantil should not be seen as an academic training. Its brevity, discontinuity and ruptures in the process of building knowledge link it strongly to the neoliberal political tendency, in which contradictions and inequalities state its condition of means to make international capital keep its hegemony.