Concepções de criança, desenvolvimento e educação infantil : uma análise interpretativa de familiares e profissionais de creches

• Autor(a) principal: BARROCA, Karla Cabral
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7603
• topic: Educação infantil; Sociologia da infância; Creche; CIENCIAS HUMANAS::EDUCACAO

This study used the theoretical perspective of the Sociology of Childhood, it emerges from the concept of a child as a social actor and as a being of rights and childhood as a category historically constructed. From the definition of official documents, the Early Childhood Education was understood as an integral child development institution with the function of educating as well as caring as inseparable dimensions of teaching practice. The study aims to analyze the family and community nursery professionals´ conceptions of a child, child development and the functions of early childhood education. It used the focal groups technique with audio recording of the participants' statements which were then transcribed. Records were organized by themes for the construction of the interpretative analysis. The comparison of the groups showed no significant differences in the regularities and discrepancies in the statements of the group participants. In the design of groups. Usually the child is defined by their skills and abilities, but their recognition is expressed by the function of the adult that they will be in the future. In the same vein, the concepts of development reveal the privilege of the social constitution of children, in addition to their growth and physical maturation, in considering the aspects related to learning and the importance of the presence of the other in development. Overall, the results indicated a positive view of the participants in relation to the work developed in the two nurseries. However, professionals perceive themselves as undervalued by society in general and by the families of children in their role as teachers. In their speech, however, it revealed a sense of deprofessionalization when they state that the practice is more important than theory, diminishing the importance of teacher training, or when they claim that they prescind remuneration for their professional realization. Among the challenges mentioned, the emphasis placed by educators is in poor physical condition of day care centers and the lack of material and equipment. Finally, this study aimed to contribute to the debate on day care centers and their professionals, identifying conceptions, perceptions and family and educators positions on relevant issues in formulating policies for Early Childhood Education and the kindergartens management, pointing to the centrality of these professionals and the need for attention directed to their specificities and needs for good professional performance.