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.