Professoras de berçário: uma análise sobre os saberes que embasam suas práticas

Abstract

Important studies indicate that in the context of teacher education for basic education aimed at acting in early childhood education and early grades, discussions are prioritized in the curriculum as actions for literacy and acting focused on elementary school, leaving the specifics of the first stage of education relegated to the second place. Thus, issues involving teacher education and teaching with the baby classes are in need of further study. Thus, we sought to carry out reserache on the theme of teaching knowledge and the reflection of this knowledge in the pedagogical practices developed by teachers who work in nurseries. In this sense, this study aimed to understand which kind of the knowledge are mobilized in the pedagogical practices of nursery teachers of a municipal school system in the interior of São Paulo. This work is based on studies that discuss the teaching professional's knowledge, his identity, the teachers' practices and the relationship with the curriculum and also the knowledge of the pedagogical action. It was also sought theoretical support from authors in the area of early childhood education to discuss the daily work of teachers. For this study, a qualitative research was chosen and an exploratory and descriptive study was developed. The development of this study was attended by thirty-one professionals who work in nursery rooms, known as Phase I. identity Profile; Teaching Professionality; Pedagogical practices; Teacher Knowledge; Conceptions of Caring, Educating and Playing; Initial and Continuing Formation. The main results point out that these kindergarten teachers consider as necessary knowledge to act in these spaces the articulation of knowledge and theoretical contents acquired in the institutional formative processes, but they highlight some gaps arising from the initial formation courses in relation to the specific work with the teaching of babies. Thus, they reveal that practical experience in schools is another source of construction of this knowledge, which is added together with a constant articulation of these different sources, recognizing that the construction of knowledge takes place throughout life, since we always learn in a process continuous personal training which is not detached from the professional.