Professoras de creche, saberes profissionais e BNCC: delimitando as fronteiras dessa relação
Abstract
Early Childhood Education started having some attention about 30 years ago,
recognizing its actors and protagonists. With that, laws and documents were
elaborated, to deconstruct the welfare stigma carried by Children's Education
teachers, especially those working at day care centers. Currently, the BNCC (Base
Nacional Comum Curricular) is the guiding document regarding actions and
practices of teachers, and a mandatory reference for these institutions. Therefore,
we start with the premise on the imposition of Public Policies in the field of Early
Childhood Education. In the case of BNCC, reflected as a guiding document for
teaching actions. In this sense, this study suggests the following reflections: How
do nursery teachers understand the BNCC and how have those regulations
reflected in their practices? To what extent have the professional knowledge of
these teachers been recognized and articulated in the actions of the BNCC? In
order to answer these questions, we analyze the perception of daycare teachers
about the implementation of BNCC and its impact on their actions and on the
recognition of their professional knowledge. Thus, in order to deepen the
investigated object and its peculiarities, three specific objectives were defined:
profile the professional identity of the teachers, investigate how daycare teachers
interpret and use BNCC regulations in their actions, understand which professional
knowledge is mobilized by the teachers in their practices and to what extent this
knowledge is valued and aligned with BNCC. In order to reach these goals,
qualitative research was carried out, through an exploratory-descriptive study,
following four stages of analysis. The first stage refers to a bibliographic survey,
looking for studies in the area, that appear in the CAPES and UFSCar research
archives. The second stage consisted in a theoretical survey, looking up to authors
in the field of professionalization of teaching, early childhood education and public
policies, with a focus on the BNCC. The fourth stage was done through a
documental analysis on normative documents of national and municipal levels,
related to the studied topic. And for the last stage, a questionnaire was applied to
15 teachers who work in a daycare center from a town in São Paulo state. Data
was grouped into three axes of analysis, focusing on identity profile, professional
knowledge and BNCC. The research results pointed to the absence of teachers'
political participation in the implementation of actions, the lack of valuation of
professional knowledge both at the BNCC and in the documents prepared by the
SME and the nonexistence of perspectives that see the professionals as
producers of their know-how in the context of the day care center.
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